A Review of the Literature on the Integration of Technology into the Learning and Teaching of English Language Skills <s> Recommendations for the Successful Integration of Technology <s> The purpose of this article is to examine barriers to technology adoption based on the literature and on data from two studies (the first with K-12 teachers and the second with higher education faculty in a state system). A product of this examination is a visual representation, a model of the interactions and the interdependence of elements that contribute to the construction of barriers to technology adoption. It is intended that the model will clarify internal and external obstacles, and serve as an aid to pre-service and in-service teacher education curriculum designers and developers as they plan for the successful infusion of newer technologies in the curriculum. <s> BIB001 </s> A Review of the Literature on the Integration of Technology into the Learning and Teaching of English Language Skills <s> Recommendations for the Successful Integration of Technology <s> Despite the promise of technology in education, many practicing teachers are faced with multiple challenges of effectively integrating technology into their classroom instruction. Additionally, teachers who are successful incorporating educational technology into their instruction recognize that although technology tools have the potential to help children, they are not ends in themselves. This article describes a Summer Institute project that the authors facilitated in a medium sized midwest public university. The summer workshop afforded participating early childhood education teachers exciting opportunities to interact with various instructional tools and technology applications. Further, the practicing teachers explored various strategies to integrate specific technology tools into their lessons in a manner consistent with constructivist pedagogy. This article is intended to stimulate reflections on the need to adopt a suitable technology integration professional development model in early childhood education classrooms to support young learners. <s> BIB002
In this section, some recommendations have been offered for teachers to improve their skills in the appropriate integration of technology in their classes   Fishman & Pinkard, 2001; BIB002  BIB001 . 1). University authorities should consider technology necessity as an important part of the teaching and learning programs. 2). While teachers consider the important role of time for the preparation of their lessons, technology professional development tasks should be aligned to their lessons. 3). University authorities should install new technology tools that support new instructional software. 12). Students' access to computers does not mean that teachers do not have any roles in guiding them. On the contrary, it requires teachers to project into their learners' learning, showing that learners reflect on their learning, develop information-reasoning skills, and help them to get a deeper understanding of the subject matter. 13). Teachers should also seek the guidance from their colleagues who are advanced technology integrators who can help them teach better through integrating technology.