Technology as a Facilitator in the Learning Process in Urban High-Needs Schools: Challenges and Opportunities

Innovations in educational technology have led to heightened expectations for both K-12 teachers and students. Now, more than ever, teachers are expected to develop 21st century skills, which creates a necessity to understand how urban teachers feel about the role of technology in their teaching pra...

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Bibliographic Details
Published in:Education and urban society 2022-02, Vol.54 (2), p.146-163
Main Author: Kormos, Erik
Format: Article
Language:English
Subjects:
21st century
21st Century Skills
Access to Computers
Barriers
Classrooms
Disadvantaged Schools
Elementary School Teachers
Faculty Development
Innovations
Learning
Learning Processes
Perceptions
Professional development
Professional training
Secondary School Teachers
Student teacher relationship
Teacher Attitudes
Teachers
Teaching
Teaching Methods
Technological change
Technology
Technology Integration
Technology Uses in Education
Urban areas
Urban Schools
Urban Teaching
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Summary:Innovations in educational technology have led to heightened expectations for both K-12 teachers and students. Now, more than ever, teachers are expected to develop 21st century skills, which creates a necessity to understand how urban teachers feel about the role of technology in their teaching practice. In addition, teacher perceptions are necessary to identify better ways to prepare students for success. Utilizing a quantitative approach, this study explored these perceptions among urban K-12 teachers. Results suggested urban teachers lag behind their counterparts related to perceived effectiveness of technology. In addition, respondents indicated technology is not utilized frequently. The results revealed personal trial and error as the most common way of new knowledge and skill acquisition. Participants reported lack of student access to Internet at home as the largest barrier to technology implementation, followed by financial cost. These findings suggest urban teachers may need more guidance and professional development on how to effectively integrate technology into the classroom. Through the development of more thorough understanding of urban teacher usage of technology, administrators may design more effective continued learning opportunities. It is recommended future investigation be conducted across multiple states to investigate technology usage by grade level and content area to best equip urban teachers to effectively implement technology in their teaching practices.
ISSN:0013-1245
1552-3535
DOI:10.1177/00131245211004555