A 5-Step Plan for Encouraging Teachers to Implement Technology in Lessons

In our digital age, technology is increasingly integrated into our professional lives and our school communities. Yet, not everyone embraces this shift with enthusiasm. For some, the rapid pace of change can create reluctance and resistance.

Whether it’s fear of complexity, concern over privacy, or simply a preference for traditional methods, many may struggle to adapt to technology—and these concerns are definitely founded. In a 2024 study by Smart Technologies’ Lumio, 56 percent of educators reported that their classrooms are operating with tech that is too outdated to feel right for today’s students and teaching methodologies. This could lead to a resistance in using the technology if educators feel as though it doesn’t fit the needs of their students or the needs of their classroom environment.

In the same study, a quarter of educators said student distraction is their main challenge when integrating technology into teaching. Their students use devices not for learning but for social outlets, which can create challenges in the classroom. I’ve visited schools where teachers and administrators shared that they feel they can’t compete with social media apps and students’ attention spans.

This has led to multiple schools and even some states implementing a no-phone policy, which effectively removes cell phones from instructional hours for students. Additionally, due to the reliance on screens, many educators are considering going through a “digital detox.” Schools are now questioning the 1:1 device approach and are concerned with things like student handwriting and student attention span (especially regarding college and career readiness).

Finding the Value in Technology

In certain situations, educators may feel like technology complicates the lesson or educational environment versus adding value. For example, if a teacher tries to use an interactive whiteboard but it malfunctions, or the students struggle to interact with it effectively, this distraction could pull focus away from the subject matter. The teacher may also need to troubleshoot the software, resulting in lost class time and frustration for everyone.

There’s also the possibility that a tech tool might not apply for a certain subject or even an entire grade level. Years ago, when a new technology tool for matching pictures to words was introduced at a school where I worked, teachers immediately identified how it could be beneficial for lower elementary school students. Yet, they were unsure about its efficacy for most of the upper elementary school students, since older learners have typically moved beyond picture and word recognition in reading.

These concerns are absolutely valid, but it’s also true that technology isn’t going away. Students will need to know how to utilize these tools when they enter what I like to refer to as the “3 Es”: enrollment (college), employment (career), or enlistment (military). Not utilizing technology may put students at a disadvantage later in life, and an educator’s experience and work is invaluable when matched with a technology tool. School leaders can help shift an educator’s reluctant relationship with technology to that of being a positive one. This is not only possible, but essential.

Here are five suggestions to begin shifting that relationship.

1. Focus on Outcomes

Frame the introduction of technology (especially new technology) as a way to improve student engagement, learning outcomes, and preparation for the future, with an emphasis on not having to use these technologies all the time.

It bears repeating: An educator’s experience and work are invaluable when matched with a good tool. When educators see how technology directly enhances the learning experience, it can become simpler for them to overcome resistance to the tool or platform. One way that I like to do this is to highlight “one good thing” that comes from using the tool or platform (for example, if I’m using live captions in Microsoft PowerPoint during a family-teacher conference, one good thing could be that this creates a more inclusive and accessible experience for the families who might speak a different language at home and appreciate seeing words in addition to hearing them, families who may be hard of hearing, or families that may have members with audio-processing challenges).

2. Implement Step-by-Step Training

Sometimes, educators are given tools without training or a supportive resource to refer to if they have any questions. Offering bite-sized, easy-to-follow training modules that build gradually can allow teachers to progress at their own pace, so they don’t feel rushed or overburdened. I like to do this by sharing training tips and steps on certain tools. I usually do them in steps of three.

For example, with the live captions in Microsoft PowerPoint, I share how I access live captions (“Open PowerPoint, then go to the Slideshow ribbon, then check the box that says “Always Use Live Captions”). Additionally, some products and platforms offer training services and online resources for people to use if they have questions.

3. Involve Faculty in the Pilot Process

One of the challenges associated with involving educators in technology use is that at times, educators may feel like they don’t have a say in what is chosen to support instruction. Many factors go into selecting a product or tool, including budget, data privacy agreements, federal regulations such as the Family Educational Rights and Privacy Act (FERPA) and the Children’s Online Privacy Protection Act (COPPA), and general technology longevity. Educators might not be directly aware of these factors, and they aren’t part of their job duties.

While teachers don’t have the final say in purchasing, they can be essential in the pilot process. A “pilot process” is a set of faculty and staff (usually around five to 10 people) who test new technology and give feedback to the administration about what they do and don’t like about the tool and how they’ve used it. Administrators can roll this feedback up to the instructional technology and information technology departments for a cross-review to consider the information along with school, district, or institutional priorities. When teachers have a voice in the process, they’re more likely to feel empowered with technology, less fearful of new tools, and more willing to share what they’ve learned with colleagues.

4. Provide Low-Stakes Time for Experimentation

In addition to involving faculty in the pilot process, it’s a good idea to set aside dedicated time for educators to explore and experiment with vetted technologies in a nonjudgmental environment. This could involve playground-style sessions where they can make mistakes without consequences.

These events could also be informal, like a lunch-and-learn or a brief meeting during a faculty development day, where teachers present a short summary of their tech-driven lesson plans, share student feedback, and discuss the outcomes they achieved. Educators appreciate learning directly from other faculty and staff.

5. No Matter What Happens, Share Success Stories

Highlight successful examples where technology has improved teaching and student interaction. Real-life success stories from peers can help educators visualize the positive impact of using new technology.

Doing this allows colleagues to see firsthand how technology is being used effectively and provides a space for teachers to ask questions and exchange ideas. This creates a culture of collaboration and continuous learning within the school, where educators can inspire each other and learn from one another’s experiences.