Introduction
The Topic
While technology has become commonplace in our society, digital tools are not as readily integrated into our nation’s classrooms as one might expect. One suggested reason for this phenomenon is that educators harbor fear regarding technology, or technophobia, that inhibits their ability to fully embrace and use digital equipment in their lessons regularly. This might not seem problematic at first, but part of the task of schools is to prepare students to be part of the global economy. Technological skills and awareness are increasingly needed in the modern workplace. If schools are not able to incorporate digital media into classrooms, students can miss out on vital skills necessary for success in today’s economy. Therefore, in order to assist schools in better preparing students digitally, researchers are investigating what interventions might address the issues behind technophobia and in turn, result in easier adoption of technological classroom practices.
General Overview of the Literature
Educator technophobia is not a new phenomenon. Teacher technophobia has been noted since the invention of computers, when even the Internet was not yet commonplace. Researchers observed that educators were resistant to having computers in their classrooms and that this was sometimes due to fear. While this was categorized as fear of technology, upon further review it was found that this technophobia could stem from different causes.
The literature surrounding technophobia and technology integration suggests that in order to fully transition classrooms into the information age, teachers’ hesitations, or fears, regarding digital tools must be addressed. More specifically, interventions must account for the underlying causes of these anti-technology feelings—which often stem from educators’ beliefs and pedagogical convictions. Thus, much of the literature seeks to identify what these root beliefs are and how those beliefs can be systematically altered to pave the way for technology. There is a general agreement among the authors that shifts in belief systems have to be made, but there is not a universally agreed upon technique for this, only suggestions.
Problem-based learning (PBL) is a concept that seems to arise often in the literature that deals with technophobia and use of technology. Training in PBL is suggested as a way to encourage a shift in thinking that may, indirectly, affect how teachers feel about technology. Results suggest this could be a long-term effect, but cannot fully conclude this.
In contrast, one theory that challenges the notion of technophobia is that of institutional technophilia. The suggestion is that teachers are not so much afraid of the technology, as discouraged by the increased push from their schools or districts to use technology at an unreasonably fast pace. Thus, it is also believed that technophilia, or love of technology, is what worries teachers, not their own personal concerns and pedagogies.
My Rationale
As an educator, I have worked in multiple districts and noticed that teachers in each accepted technology to varying degrees. I have always been curious about this phenomenon and observed that many teachers had various concerns and fears regarding implementing digital media in their classrooms. I come to this literature review with a keen interest as to what causes technophobia, how those causes might be addressed by implementing a school-wide strategy such as PBL, and if the transition to more digital classrooms might be improved by these means.
The literature included had to contain information that pertained to technophobia, PBL, and how to implement change when teachers’ beliefs are involved. The majority of the literature includes detailed studies or reports by scholars regarding these concepts. I have grouped these works according to the authors’ conclusions and put them in an order that helps to link the information they provide.
Body
Kinds of Work Reviewed
This first section of research dealt with technophobia: defining it, considering its specific causes, and generally breaking it down so as to better understand it. All sources tended to provide the straightforward definition of technophobia (“fear of technology”). Also, these articles found various, yet similar reasons for teachers’ fears surrounding technology. Some of these reasons included: feelings of incompetence, loss of control, feeling threatened, beliefs about technology, fear of collaborating/cooperating, beliefs about teaching, and lack of support. Of course one study did find that technophobia was not so much the problem as was the technophilia of institutions, who in their drive to update school technology end up overwhelming educators. While this is a convincing argument, it seemed that technophilia could reasonably be considered another “cause” of technophobia. However, in general, while the specific details varied slightly, the research I found suggested that in order to effectively shift teachers away from being technophobic, it is essential to shift their underlying beliefs.
The second section of research considered how to effectively shift or change teacher’s beliefs in general. Observations and theories suggested that taking into account teachers’ pre-existing beliefs is essential before changes can be made. Also, researchers seemed to agree that in order for alterations to occur, the educators would need to have their existing beliefs challenged or modified in some way. This modification might come in the form of a personal experience or via something on a larger scale such as a social or cultural shift. Regardless, a change in beliefs and pedagogy required a substantial shift or experience for the educator in question.
The third category of research dealt specifically with problem-based learning and its effects on technology integration and teachers’ beliefs. In general, these articles looked at the effects of PBL on teachers and/or teacher beliefs specifically. The idea was that since PBL represents a change in classroom practice and perspective, it may help to implement change in teachers’ beliefs, and in turn, their use of technology. The main study that looked at this involved pre-service teachers and sought to determine if their intended teaching practices were altered (and used more technology) if they were trained in PBL. While they underwent a change in their practices (from teacher-centered to student-centered), their beliefs about technology were not significantly changed. One limit of this experiment was that it was conducted with pre-service teachers only. From the literature, it appears that the larger issues of technophobia seem to stem more from teachers who have been in the field for a few years or more, meaning they have more entrenched beliefs about classroom practice and technology.
Description of Selected Important Works
George, G., Sleeth, R.G., & Pearce, C. G. (1996). Technology-assisted instruction and instructor cyberphobia: Recognizing the ways to effect change. Education. 116(4), 604-609.
This article is useful in that it draws on the research of various experts to systematically explain technophobia and categorizes instructors with these fears in order to assist in intervention and facilitate instructional change. While it is an older report, it still has validity, as the typology presented is easily generalized to present-day educators and the causes mentioned are also relevant in technology implementation today.
Lei, J., & Morrow, B. (2009). Teachers’ adoption of technology innovation into pedagogical practices. Education and Information Technologies. 15(3). 143-153.
The findings of this study help to flesh out the components of successful technology integration and relate the interventions to educator’s beliefs. Lei and Morrow summarize the findings of a study that evaluated the effectiveness of a technology incentive project and how it impacted the adoption of technology. More specifically, Lei and Morrow suggest that in order for successful technology integration to take place, the issues of environmental barriers, knowledge and skills, and incentives must be addressed. Also, factors such as strong peer connections, ongoing support from peers and experts, and strong technological leadership need to be taken into account.
Park, S., & Ertmer, P. (2007). Impact of problem-based learning (PBL) on teachers' beliefs regarding technology use. Journal of Research on Technology in Education. 40(2), 247-267.
This study considered the problem of digital integration in schools, suggested teachers’ beliefs as a possible barrier, and PBL as a potential agent of change. The researchers sought to determine whether PBL would change pre-service teachers’ beliefs about technology and their intended teaching practices. The results of this study suggested that while PBL did tend to shift teachers’ practices from teacher-centered to student-centered learning, it did not significantly change beliefs regarding technology. However, Park and Ertmer (2007) conclude that facilitating change in a pre-service teacher’s intended teaching practices “may be an important first step in changing teachers’ beliefs regarding technology use and future teaching practices” (Discussion section, para. 14).
Conclusion
How My Work is Informed by the Work of Others
In approaching this project, I had my own idea of what “technophobia” was, where it stemmed from, and what interventions might change it, but I was not fully informed and my ideas lacked substance until I began this research. Now I am able to approach this issue with a much clearer idea of the parts involved—the causes of technophobia, the existing studies that have been done on teacher beliefs and fears, and the initiatives that have already been attempted and measured for the sake of addressing this phobia and assisting in digital integration. By considering the work of others, I enable myself to enter into my own research with a better sense of what has already been investigated and under what conditions, as well as with the suggestions that came from these previous studies. I am better informed, more aware of the body of work surrounding these issues, and much better equipped to eventually make my own observations and findings.
References
Draper, D. (2010, July 15). On empathy, culture, and barriers making technology integral to teaching. (Web log comment). Retrieved from http://www.techlearning.com/blogs/31406
Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology, Research and Development, 53(4), 25-39.
George, G., Sleeth, R.G., & Pearce, C. G. (1996). Technology-assisted instruction and instructor cyberphobia: Recognizing the ways to effect change. Education. 116(4), 604-609.
Khe Foon Hew, & Thomas Brush. (2007). Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research. Educational Technology, Research and Development, 55(3), 223-252.
Kulm, G. (2007). How much technology is enough- or too much?. School Science and Mathematics, 107(6), 220-1.
Lam, Y. (2000, March). Technophilia vs. technophobia: A preliminary look at why second-language teachers do or do not use technology in their classrooms. Canadian Modern Language Review/La Revue canadienne des langues vivantes, 56 (3), 389-420.
Lei, J., & Morrow, B. (2009). Teachers’ adoption of technology innovation into pedagogical practices. Education and Information Technologies. 15(3). 143-153.
Park, S., & Ertmer, P. (2007). Impact of problem-based learning (PBL) on teachers' beliefs regarding technology use. Journal of Research on Technology in Education. 40(2), 247-267.
Peña, C., & Curts, J. (2007). Access to technology: A necessary but not sufficient condition. International Journal of Instructional Media, 34(3), 243-54.
Rosen, L. D. & Weil, M. M. (1995, Spring). Computer availability, computer experience and technophobia among public school teachers. Computers in Human Behavior, 11 (1), 9-31.
No comments:
Post a Comment