While doing research for my Literature Review, I came across a very interesting article that wasn’t applicable to my particular topic, but could possibly be a springboard for a future research topic. Written by Eileen Honan (2008), the title of the article is Barriers to teachers using digital texts in literacy classrooms. I found that it explored a few different topics that were relevant on how to infuse technology into today’s classrooms. This research study took place in Australia and was hoping to not only see what the current digital literacy practices were in one particular school, but if the study results could help teachers improve their teaching practices concerning the use of technology. What was found out was that many of the teachers were quite unaware of the experience that their students had with digital texts. Instead of just periodically using the digital texts in place of the regular texts, when the digital text was used, there seemed to be more of a focus on the use of technology rather than the content of the digital text that was being studied. Instead of students using technology (digital text) to write or engage in skill building, there was more concern with the technical aspect of technology, such as typing, cutting and pasting, etc. (p. 39):
“The teachers’ lack of awareness of students’ knowledge of digital technologies also had an impact on classroom literacy practices. When they described their existing classroom practices involving digital texts, a theme, noted by others, predominated: a focus on teaching students the technical operational skills needed to use the technology, rather than the literacy resources needed to create or make meaning from the texts” (Honan, 2008, p. 39).
Obviously, this is a huge concern. The lesson objective needs to recognize technology as a tool or vehicle to attain certain literacy skills. Technology itself should not be the objective. I think that the problem is that teachers are not realizing that their teaching objectives need to stay focused on the skill building or knowledge that students need to learn, but that technology should be used in order for students to display application of that knowledge. Of course, as stated in the study, the digital texts that students use at home are always changing and are far removed from those that they are using within the classroom. It is very difficult to keep up with the constant evolution of technology anywhere, much less within the classroom. Honan (2008) makes a point about this in her article as well:
“Of course, technological changes are rapid, and systems do find it difficult to keep up with the latest, but it is not necessarily the equipment that needs updating. It is the thinking around pedagogical practices when using digital texts, so school-based encounters with new technologies are not restricted to the depressingly familiar activities of producing slide presentations, publishing of paper-based ‘stories’ using word processing software or repeated learning of basic technical skills” (p. 42).
Honan makes a few important points when she states how classrooms need to be able to have the type of accessibility that is necessary in order to infuse digital texts into the classroom on a regular basis. Have computer labs within a school does not promote the daily use that she feels is necessary in order for teachers to make the best use of digital texts. So, in order for teachers to successfully use digital texts within the classroom, it is necessary for them to reorganize their thinking as well as their teaching. In order to be able to move forward in their teaching, changes need to be made. Teachers can have the experience and motivation to do this, but without the tools that they need to implement changes, it will be very difficult for them to use digital texts to provide a successful learning experience for their students.
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