The blog post, You Don’t Have To Like It, highlights the importance of educators integrating technology into their classrooms to provide students with relevant and current learning experiences and the implications for those teachers who don’t. This article raises the concern that it is unacceptable for teachers to deprive students of ICT learning experiences because they do not like or understand technology and find it challenging.
I agree with the perspectives presented within this blog post, especially when it is stated
“it is completely unfair if that education is less than it should be because someone wants to pick and choose which aspects of their job they feel are important. No child should have to put up with out of date learning experience just because their close-to-retirement teacher is “taxiing to the hangar”.
When pondering over these notions I began to question the perspective of the teacher, in relation to this single sided viewpoint. I began to investigate the implications that rural schools face when implementing ICT into their classrooms.
Greg Shaw’s article, ‘Getting there: Teacher Experiences in applying ICT in rural and remote education’, highlights the obstacles that educators face when integrating ICT into their rural and remote classrooms. These obstacles include, limited computer equipment in schools, in terms of capabilities and numbers and limited internet access. These factors are integral to effectively integrate ICT into classroom learning experiences. This issue is one that I can strongly relate to as I completed the majority of my education at a rural and remote school. Therefore, I have seen these implications from a student’s perspective and it is incredibly disappointing.
I do not believe that these obstacles should be seen as excuses for the lack of implementation of ICT within our classrooms, but rather an opportunity to provide further support for our rural and remote educators.