4 Roadblocks to Technology Integration

There are a large number of studies out there that have taken a closer look at just what it is that prevents successful technology integration in educational environments. Most of the studies are focused on teachers in K-12 environments, but I think the findings are equally relevant to K-20 librarians.  We can’t escape the fact that 21st century literacy learning is heavily dependent on technology integration, and K-20 librarians need to be at the front end of the push toward getting technology integrated into the classroom. In my opinion, K-20 librarians are a key component in successful technology integration.

First of all, what is technology integration? I think it’s easier to start by looking at what technology integration is NOT. It’s not just using technology to prepare for teaching. And it’s not just using technology to deliver instruction (e.g. PowerPoint). Those things are certainly a part of technology integration. But to really be called technology integration, technology must also be used as a tool to enhance learning. When students are using technology to create, to communicate, to collaborate, to solve problems, and to meet a learning goal, you’ve arrived at the apex of technology integration.

Right now, it seems that successful technology integration only occurs in little pockets of the educational system. There’s a reason for that. Four roadblocks prevent successful technology integration. If librarians are going to play a key role in technology integration, they too need to confront the factors that may be preventing them from taking part in that role.

Here are the four roadblocks, with commentary related to librarians:

  1. Technology proficiency. Technology proficiency directly impacts attitudes and feelings of readiness for technology integration. For librarians to be technology proficient, Internet and database searching is no longer enough. Knowing how to put together a LibGuide is not enough. K-20 librarians need to be proficient in the broader category of educational technology as well. There’s a reason why blended librarianship has become a buzzword in the field. We now recognize the importance of instructional design and technology proficiency for teaching and learning information literacy skills.
  2. Years of experience and age. Surprisingly (or not surprisingly), greater numbers of years of experience tends to have a negative impact on technology integration in educational environments. I read somewhere that if you don’t keep up with your skills after library school, within five years they become obsolete. I don’t think this is true for all skills, but certainly technology-related skills. Libraries have change dramatically since I was a newbie librarian, and the desire to not become obsolete is what led me to pursue my IDT degree. According to an ALA Member Demographics Study, the largest sector of ALA member librarians in the field right now are in the 55-64 age range. Assuming this group of librarians is the most experienced in the field, you have to wonder just how that is impacting technology integration for 21st century literacy learning.
  3. Technology availability and access. Technology resource availability certainly has an impact on technology integration. Because librarians are resource specialists, and because libraries are important access points, it is important that librarians are heavily involved in technology acquisition. This, of course, requires technology proficiency.
  4. Institutional and technology support. Strong institutional and technology support facilitate technology integration. For libraries, this means having a director that is an an advocate for technology availability, access and integration. It also helps tremendously if the director is technology proficient because s/he will be better able to articulate the role of the library within the institution. Libraries should also have strong relationships with teaching and learning centers. And the most technologically proficient librarians should be available to provide professional development opportunities that lead faculty toward technology integration in their classrooms.

Technology integration goes hand in hand with 21st century literacy learning. And librarians can play a key role in that process. But first they need to take a closer look at the factors that might be impeding their ability to take part in the push for greater technology integration.


Inan, F. A., & Lowther, D. L. (2010). Factors affecting technology integration in K-12 classrooms: a path modelEducational Technology Research and Development58(2), 137-154.

The Technology Integration Matrix


5 thoughts on “4 Roadblocks to Technology Integration

  1. You make several excellent points! I am a Library Media Specialist in an elementary school. Having received my MLIS degree 10 years ago, I already feel “out of touch” with the technology that is available for students. Our school district provides much technology and heavily promotes the use of these resources, yet little training is required. Most teachers feel that using an Elmo or LCD projector with their lessons is sufficient, but many lack the skills and knowledge for “successful technology integration.” Althouth we share ideas through Edmodo, I wish that more training could be provided both to K-12 teachers and librarians.

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