Identify Barriers in The Use of Educational Technology by Teachers of Schools and University

Abstract

This article discusses the challenges that professors at an Indian institution have while trying to adopt new methods of evaluating students' work that use information and communication technology (ICT). Challenges and adjustments in the teaching staff's role that are either accepted or rejected arise in the decision-making process and assessment in a competency-based approach. The same thing occurs when we combine the use of ICT in education with other innovative processes. However, only a minority of educational institutions have the resources necessary to implement multimedia instruction. Multimedia is a powerful tool for educators since it allows pupils to study and comprehend more thoroughly. Learning about the specific challenges teachers face, while using multimedia in scientific classrooms might help them succeed in their careers. In this article, we refine and review the challenges associated with using multimedia in scientific classes. The results show that many educators want to use multimedia in their lessons but are hindered by various factors. Fear, inexperience, and a lack of opportunities were the primary hindrances. Hence, it is crucial to equip the instructors with high-quality professional development opportunities, as well as appropriate time opportunities and technical assistance, to improve classroom instruction and student outcomes. Good education relies on several interrelated factors; none of them can stand alone. Yet having everything in place improves the odds of successful multimedia integration into educational settings. Those in charge of implementing multimedia in science classrooms will find useful information and suggestions in this article.