International Journal of
Information and Education Technology

Abstract

The aim of this research is to examine the integration of technology and the barriers to its assimilation by students in the classroom. The work presented in this document was framed by a review of the academic literature, pedagogic experience as an educator and observations as a school administrator. The dual definition of technology as it relates to the user, digital native and digital immigrant, no longer holds value as the demographic saddled with the neophyte label has become fully assimilated into mainstream society and the digital natives have come of age. Despite the ubiquitous nature of technology, schools still struggle to make technology relevant and accessible to all students. Students living in poverty have less access and facility with technology than their more affluent peers. Teacher attitudes greatly affect the assimilation and use of technology by students. Their role in making technology accessible to underprivileged students is critical for success in adulthood. It is the opinion of this author that clarification of the purpose of technology is necessary to define the pedagogic approach of schools. Furthermore, teaching technology as an isolated subject is limiting and nearsighted. Efforts must be made to embed technology in all disciplines as a facilitator, not the end itself. A constructivist approach to education is advocated where technology becomes an invisible component of inquiry and learning.