EDUC 631
Technology continues to provide new tools for educators to implement in the classroom. Moore and Diehl (2018) stressed that technologies can either make or break the learning process. They compared educational technology to a game of Snakes and Ladders (Mooe & Diehl, 2018). It yields the power to greatly improve the educational experience, however, when implemented inappropriately, technology could cause the learner to slide backwards (Moore & Diehl, 2018). The concept of bridging the gap with technology refers to the need to bring educators and technology together and prepare the educators to appropriately and effectively implement technology.
Rogers cited four main elements in integrating technology: the innovation, or new technology, communication, time, and the social system. In order for educators to bridge the gap, they must first learn the technology, or innovation, themselves. Innovators and Early Adopters, we will call them trainers, will typically be the first individuals to learn a new technology (Rogers, 2003, as cited in Sahin, 2006). The task of bridging the gap for other educators then lies with these trainers. It is also important for trainers to understand the educators that they are training. When the trainers can identify where their learners (educators) are on the Categorization scale, they will have a better understanding of how to design their own lessons and how much time will be needed to bridge the gap. They must prove to the hesitant educators that the technology is worthy of implementation.
Bridging the gap becomes more difficult when educators fit into the Late Majority or Laggard stages. Here, educators tend not to want to implement new ideas. They are often afraid of not understanding how the technology works or of not having time to learn the new technology. Another key challenge of bridging the gap of new technologies is technological experience. When teachers lack the experience to try learning more difficult technologies. When teachers hesitate to learn new technologies, they are really hindering the students’ education. Teachers must be open and ready to learn about new technologies if they want to be successful at preparing students to learn and accept new technology.
God gave man the ability to develop new technologies and these technologies are growing and developing astronomically. Colossians 3:17 says, “And whatever you do, in word or deed, do everything in the name of the Lord Jesus, giving thanks to God the Father through him” (NIV, 1973/2011). God gave us the knowledge and means to develop technology; as educators, we must commit ourselves to learning how to use and apply this technology to the best of our ability. Part of our job is to provide the best to our students, whether they be fellow educators that are looking to us for assistance in learning and implementing technology or the students in our classrooms who are just beginning to understand the world they are growing up in.
References
Moore, M.G., & Diehl, W.C. (Eds.). (2018). Handbook of Distance Education (4th ed.). Routledge. https://doi-org.ezproxy.liberty.edu/10.4324/9781315296135
Sahin, I. (2006). Detailed review of Rogers' diffusion of innovations theory and educational technology-related studies based on Rogers' theory. TOJET: The Turkish Online Journal of Educational Technology, 5(2). http://ezproxy.liberty.edu/login?qurl=https%3A%2F%2Fwww.proquest.com%2Fscholarly-journals%2Fdetailed-review-rogers-diffusion-innovations%2Fdocview%2F1288364916%2Fse-2%3Faccountid%3D12085
Created by: Casey Jo Burrus © 2021
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updated: October 3, 2021
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