Students prefer to watch a task taking place, and then attempt to duplicate it instead of

reading or being instructed about the topic. The use of classroom computers that
duplicate the passive pedagogy of traditional classrooms has become more common,
and the percentage of educational professional development opportunities for
technology integration has remained unchanged (Genota, 2018). Students prefer to
learn has changed dramatically since the introduction of the internet. Students no long
prefer passive dissemination of information being delivered by a teacher.

Some educators recognize the benefits of integrating technology into their classrooms,
which includes the advantages over traditional teaching and additional opportunities for
improving student learning.According to (Porter and Graham, 2016), Educators also
consider benefits such as the availability of equipment, ease of use and the interest the
technology may spark in each student.

To effectively meet the learning styles of Generation Z and those students following,
educators need be able to adapt to quickly changing technology, be comfortable with
students who multitask and be open to technology-rich teaching and learning
environments. According to El Fadil(2015), most educators do not have the adequate
knowledge, skills and confidence to effectively or efficiently use the available
technologies to support technology integration into the learning environment.

An educator’s beliefs about using technology become a factor in the ability to adopt the
new technology into their pedagogy. According to (Kilinc et al., 2017; Reid, 2017). If the
transition was smooth and the process was positive, educators may be more open to
accepting the change. If the change was not positive, the announcement may produce
negative feelings and doubt related to any new initiative. The change may produce
resistance, self-doubt and uncertainties.

If the focus of the change contradicts the current belief system, teachers are less likely
to put the reforms into practice; therefore, they become resistant to the change.
Changes that align with core beliefs are more likely to be successful (Demirbağ and
Kılınç, 2018). The alignment allows teachers to feel confident about the change process
and more likely to be a user of technology.
Educators produce resistance by using the technology superficially or not at all. The
resistance builds when the educational technology seemingly does not contribute to
their traditional teaching. Educators may perceive learning to use the newly adopted
technology as a burden (Cheung et al., 2018). The educational technology may be
meaningful, but the resistance prevents them from exploring further opportunities for
using the technology.

Educators who are comfortable with traditional teaching methods may feel more
comfortable with a colleague or mentor easing them into the process of integrating
technology. This mentor or colleague would be the change agent. The change agent
would provide reassurance and support. It would not only require a change in an
educators’ knowledge of pedagogy and technology but also in their self-efficacy (Reid,
2014). These mentors can provide just-in-time support and help ease the educator into
increasing the use of technology.

With the expanding capabilities of technology and ease of access to the internet,
students at all levels are moving toward technologically driven approaches providing
flexibility, active engagement and self-control over the learning experience (Huh and
Reigeluth, 2018; Utami, 2018). The informational age is moving education from teacher
centered to learner-centered supported with the integration of technology

Learning how to enhance teaching with technology can be difficult (Reid, 2017). Some
educators approach instruction with very traditional methods. Teacher-centered
lectures, pages of notes and assigned readings represent traditional or old-school
instructional practices. Few post-secondary instructors are taught how to teach and
most learn by modeling the teaching style of others. Teachers have not been taught
how to be a facilitator in a technology-rich classroom (Nicol et al., 2018). Those
teachers who do not acknowledge the changes in learning preferences may find it more
difficult to teach the new generation.

Not all educators have the ability to embrace change. They may approach change with
a fixed-mindset attempting to use a new technology tool and giving up easily at the first
sign of difficulty. They do not see themselves as capable of learning to use the new
technology tools and fear the risk of failure when trying new things (Dress, 2016). The
transition from teacher centered to student centered is a significant change and may be
seen as a relinquishment of control by the teacher.
References:

Cheung, G., Wan, K. and Chan, K. (2018), “Efficient use of clickers: a mixed-method
inquiry with university teachers”, Education Sciences, Vol. 8, available
at: http://search.ebscohost.com/login.aspx?
direct=true&AuthType=shib&db=eric&AN=EJ1174987&site=eds-live&scope=site

Demirbağ, M. and Kılınç, A. (2018), “Preservice teachers’ risk perceptions and

willingness to use educational technologies: a belief system approach”, Journal of
Education and Future, No. 14, pp. 15-30, available at: https://search-proquest-
com.contentproxy.phoenix.edu/docview/2122479666?accountid=35812

Dress, A. (2016), “Adopting a growth mindset”, Exchange, Vol. 228, pp. 12-15, available
at: http://search.ebscohost.com/login.aspx?
direct=true&AuthType=shib&db=eue&AN=115865494&site=eds-live&scope=site

El Fadil, B. (2015), “High school technology design process – goals and

challenges”, International Journal of Arts & Sciences, Vol. 8 No. 6, pp. 109-
116, available
at: https://search-proquest-com.contentproxy.phoenix.edu/docview/1764688920?
accountid=35812

Genota, L. (2018), “Why Generation Z learners prefer YouTube lessons over printed
books; video learning outranks printed books in survey”, Education Week, No. 1,
available at: http://search.ebscohost.com/login.aspx?
direct=true&AuthType=shib&db=edsgov&AN=edsgcl.555427761&site=eds-
live&scope=site

Huh, Y. and Reigeluth, C.M. (2018), “Online K-12 teachers’ perceptions and practices of
supporting self-regulated learning”, Journal of Educational Computing Research,
Vol. 55 No. 8, pp. 1129-1153, doi: 10.1177/0735633117699231.
Kilinc, A., Demiral, U. and Kartal, T. (2017), “Resistance to dialogic discourse in SSI
teaching: the effects of an argumentation-based workshop, teaching practicum, and
induction on a preservice science teacher”, Journal of Research in Science Teaching,
Vol. 54 No. 6, pp. 764-789, available
at: https://doi-org.contentproxy.phoenix.edu/10.1002/tea.21385

Nicol, A.A., Owens, S.M., Le Coze, S.S.L., MacIntyre, A. and Eastwood, C. (2018),
“Comparison of high-technology active learning and low-technology active learning
classrooms”, Active Learning in Higher Education, Vol. 19 No. 3, pp. 253-265, available
at: https://doi.org/10.1177/1469787417731176

Porter, W.W. and Graham, C.R. (2016), “Institutional drivers and barriers to faculty
adoption of blended learning in higher education”, British Journal of Educational
Technology, Vol. 47 No. 4, pp. 748-762, available
at: https://doi.org.contentproxy.phoenix.edu/10.1111/bjet.12269

Reid, P. (2017), “Supporting instructors in overcoming self-efficacy and background

barriers to adoption”, Education and Information Technologies, Vol. 22 No. 1, pp. 369-
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