Abstract:

Studies in the United Kingdom have highlighted the lack of use of digital technology as a teaching resource. There are a number of barriers that are identified, both in the literature and by teachers themselves. These include lack of training and support, access to up-to-date software and hardware, in addition to lack of confidence to use technology in a classroom situation. Where teachers have had negative experiences themselves, whether as a student, using some technology in the classroom or attended training that they did not find worthwhile they will find it more difficult to engage with digital technologies as a resource. Even when teachers are making some use of digital technology resources there are many features that are not being exploited as they are not aware of the possibilities that they can afford. This is due to a number of reasons including the lack of awareness of the possibilities through not having contact with those who do know, restrictions on attendance at courses, lack of time to explore in a supportive environment. A number of issues have been raised, including the time to learn how to use software, not only at a personal level but also as a teacher, and from where to find suitable resources that link to the taught curriculum. Within the courses offered they are often led by experts who are keen to demonstrate as many factors as possible in the time available but are unable to place themselves in the position of someone who lacks confidence and will include material that perplexes the novice user. In this situation, the participant will develop negative thoughts.

By considering those teachers that do use digital technologies an insight into how others might be persuaded to also develop their skills, confidence and resilience to incorporate digital technologies within their lessons. There are several key issues such as belonging to a supportive community of learning, whether within a school or as part of a network where ideas and resources can be shared and exchanged, the availability of good quality face-to-face courses led by those with teaching experience, following which there is support to develop further through forums or personal contact. The format of the courses is critical, as they have to be aimed at the audience, which might have diverse experience and needs so that participants have a positive experience and will feel enthused sufficiently to try something for themselves following the course. This might be achieved by a format that includes a demonstration of some of the good quality ready-made resources that are available via the internet, with links to access them later. Without overloading the content of a hands-on session, some features of the software itself can be demonstrated, with time allowed for supervised experimentation with instructions that can be used later. Where software is interactive, having sample files being available for participants to adapt removes the need for them to create from scratch and the hesitation of first steps. The development of support groups in the school or locality has also been shown to be beneficial.

Keywords:

Mathematics, digital technology, resilience.