HOW CAN INSTITUTIONS CAN ENSURE THAT TEACHERS ARE USING TECHNOLOGY IN EDUCATION

In the present time the use of technology has become natural for the majority of population, even more for the millennial population, however, on the other hand, most of the teacher are not using technology in their classes or they just use technology for small periods or by using simple technology such as, videos or powerpoint presentations, however, the actual market and competences are asking for more complex technology tools that make students to be part of a technological class with more interactions.

ICTs are very relevant in terms of learning, that is why with this article will examine and determine some important aspects that teachers and technology might face and how institutions can evaluate the uses of technology while teaching.

TEACHERS ARE AFRAID OF USING ICT

There are many teachers who feel nervous at the time of using a computer in the classrooms and even more applying technological lessons, however, this is contradictory because they love to use technology in their houses and free time. According to researchers pupils are more confident learning by using computers, however, they do not always use the computers for the learning process, students also use computers for gaming that is not relevant to the learning process, and this is another reason why teachers feel afraid of using ICT during classes.

WHY TEACHERS DO NOT KNOW HOW TO USE ICT AND WHY DO NOT WANT TO USE IT?

Challenges in using ICT in teaching and learning

Integrating ICT into teaching and learning is a complex process and one that may encounter a number of difficulties. These difficulties are known as “challenges” (Schoepp, 2005). A challenge is defined as “any condition that makes it difficult to make progress or to achieve an objective” (WordNet, 1997, as cited in Schoepp, 2005, p. 2). The following are some of the key challenges that have been identified in the literature regarding teachers’ use of ICT tools in classroom.

I) Limited accessibility and network connection

Several research studies indicate that lack of access to resources, including home access, is another complex challenge that prevent teachers from integrating new technologies into education.

II) School with limited technical support

Without both good technical support in the classroom and whole‐school resources, teachers cannot be expected to overcome the obstacles preventing them from using ICT

III) Limited time

Several recent studies indicate that many teachers have competence and confidence in using computers in the classroom, but they still make little use of technologies because they lack the time.

TEACHERS ARE NOT TAKING ADVANTAGE OF TRAININGS

As it is known, training is an important concern at the time of teaching and even more at the time of applying ICTs into the classrooms, well training is a may factor in order to apply technology properly during the learning process. There are many trainings about ICTs, however, there are high numbers of teachers who do not apply what is learned in the  training into their class sessions. The main role of those trainings is to reach the majority of possible students in the learning process, but students are not receiving them and the goal is not obtained.

HOW TO EVALUATE TEACHERS' USE OF ICTS IN CLASSROOMS?

Evaluate something is not an easy task in most of the cases, so, an evaluation is required  in order to get or know the result of something. Based on my experience, teachers are not allowed to apply technology in any activity, nevertheless, teachers might use 50% or 40% of technology in their classes' plan.
Subsequently, how can you measure or  know that something is reaching the require spectatives? 

1. Principals or supervisors can apply a mandatory of using 50% to 40% of technology in their teaching plans.
2. Frequently monitor technology class and non technology classes.
3. To request a project to students where the use of technology is required and monitor by teachers.