Dear Colleagues,
Often we are handed reports regarding some new finding or educational strategy that demands our attention. These sometimes include phrases such as, “research shows” or “studies have proved” along with the new claim. But how can we evaluate these sources and the validity of their assertions?
First of all, any study that claims to have a definitive, absolute answer or touts an approach as the “best” should raise red flags. As you have likely experienced, there is simply no such thing as an absolute or perfect strategy. Our classrooms are as varied as the students that enter them each year and the approaches that work best with one student or one class may be fruitless with others. If you are doubting that something is the definitive solution/approach/etc. you are right in doing so. Also, this may alert you that whoever generated the study may have had an ulterior motive.
The notion of ulterior motives brings us to two crucial questions: 1) who published this research? and 2) who funded this research? Brian L. Carpenter, Executive Director of the National Charter Schools Institute calls these a “skeptics first two questions”. The idea is to consider whether the study was objective and why the study was done (and published) in the first place. For example, research about how interactive whiteboards affect learning outcomes is great, but if it’s funded by the SMART Board company or published by Promethean (who makes ActivBoards), the objectivity comes into question.
While you may feel odd acting as a skeptic and putting material through filters, trust that you are acting as an informed consumer. As Carpenter explains, rather than taking everything at face value, you are placing the burden of proof on the researcher, where it belongs. The following are useful principles to help determine if a work is indeed scientific.
The Six Guiding Principles (Shavelson & Towne, 2002, in Carpenter 2006)
1) Does it pose significant questions that can be investigated empirically?
2) Does it link research to relevant theory?
3) Does it use methods that permit direct investigation of the question?
4) Does it provide a coherent, explicit chain of reasoning?
5) Could results be replicated and generalized across studies?
6) Disclose research to encourage professional scrutiny and critque?
Keeping these questions in mind when reviewing studies or results will not only make you more informed as a consumer, but also better prepared as a beneficiary of solid educational research.
Feel free to come to me with any additional questions or items to discuss.
Yours in Reliable Research,
W. Davis
Showing posts with label CEP 822. Show all posts
Showing posts with label CEP 822. Show all posts
7.26.2010
Research Project CEP 822: Literature Review
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.
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.
7.21.2010
Research Project: Annotated Bibliography
Problem-Based Learning, Educator Technophobia,
and Technology Integration: An Annotated Bibliography
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
In this blog posting Draper discusses what seems to be holding back technology from becoming fully integrated in education. Citing a couple specialists on the subject, Draper concludes that generally technology itself is not feared, but that a fear of communicating and collaborating with others is keeping people from embracing technology. Draper suggests that until collaboration is a key element in all educators’ concept of teaching, modern technology will be difficult to integrate. He also describes a project (that he deems to be a great collaborative example) in which students from different countries work together to complete a project; a task that sounds very much like project-based learning. As an educator and a person involved with the International Society for Technology in Education, Draper’s viewpoint is indeed relevant. While his entry is short, his thoughts are recent and clearly tie in to the notion of overcoming technophobia and how that might be achieved.
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.
This article thoroughly discusses the nature of teacher beliefs and how they affect classroom instruction and practices. Ertmer goes on to explain how these beliefs can inform professional development strategies intended to improve technology integration. Essentially, she suggests that for teachers to adopt technological tools, it will require working with teachers’ preexisting pedagogical beliefs. Specifically she suggests that these teachers will need to shift some of their beliefs, and this might be achieved by personal or vicarious experiences and/or through the establishment of new social and cultural norms.
This article is highly relevant and does a thorough job of exploring what experts believe about teacher pedagogy and pedagogical shifts. In regards to my research, this article lays out how technophobia may be rooted in teacher beliefs as well as how different interventions that call for change in those beliefs (such as problem-based learning) may be effectual in technology integration.
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 report enumerates the challenges that come from the demand for digital multimedia in instructional use. The primary focus is on instructors themselves and the cyberphobia that can inhibit them from embracing this instructional change. Phobic behaviors that signal resistance are classified into five categories: negative symbolism, technological change per se, manifested resistance, failure to recognize stages of change and acceptance, and failures of implementation. From there, change strategies are recommended via a typology of roles that stem from technology use and technology awareness. These roles include: novice, skeptic, agnostic, explorer, optimist, conformist, squatter, dabbler, and expert. Strategies are then suggested for how to effect change with educators that match each typological role.
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.
The George Lucas Educational Foundation. M. Chen & S. Armstrong (Eds.). (2002). Edutopia: Success stories for learning in the digital age. San Francisco, CA: Jossey-Bass.
This book is a collection of articles written by various contributors regarding the implications of project-based learning (which is another name for problem-based learning, or PBL). Actual stories are shared from classrooms in which projects were completed stemming from a PBL approach. The intention behind this book is to inspire others (parents, policymakers, educators) to consider PBL and take the steps to incorporate these practices into more schools. Articles are categorized under three major themes: innovative classrooms, involved communities, and skillful educators.
For my purposes, I am most interested in the classroom and educator sections, as they discuss PBL, give examples, and look at teacher preparation and development. While this book has a great deal of validity stemming from the numerous expert contributors (including a chair of the National Research Council), there is some concern about bias. Since this book was created by The George Lucas Educational Foundation and is very direct about its pro-technology intentions, it is important to view all stories with this predisposition in mind.
Lei, J., & Morrow, B. (2009). Teachers’ adoption of technology innovation into pedagogical practices. Education and Information Technologies. 15(3). 143-153.
In this article, 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. Certain strategies are identified as being essential to the project’s efficacy. 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.
This study is highly relevant and valid. The article thoroughly details the procedures and subsequent conclusions, while making suggestions based on what the results imply. The findings of this study help to flesh out the components of successful technology integration and relate the interventions to educator’s beliefs. I also feel this study is a great example of how to do careful and thorough research with educators and technology, which will be useful in formulating my own plan.
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 considers the problem of digital integration in schools and suggests teachers’ beliefs as a possible barrier. As problem-based learning (PBL) has been suggested as an effective approach for changing beliefs, the researchers seek to determine whether PBL would change pre-service teachers’ beliefs about technology and their intended teaching practices. The results of this study suggest that while PBL does tend to shift teachers’ practices from teacher-centered to student-centered learning, it does 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).
This study has great validity, as the contributors to the study are both from universities. However, one potential downfall is that the study was done with pre-service teachers rather than teachers who have already had time in the field. Therefore, the results generated in this study may not accurately reflect how more experienced educators would respond if given the same training.
and Technology Integration: An Annotated Bibliography
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
In this blog posting Draper discusses what seems to be holding back technology from becoming fully integrated in education. Citing a couple specialists on the subject, Draper concludes that generally technology itself is not feared, but that a fear of communicating and collaborating with others is keeping people from embracing technology. Draper suggests that until collaboration is a key element in all educators’ concept of teaching, modern technology will be difficult to integrate. He also describes a project (that he deems to be a great collaborative example) in which students from different countries work together to complete a project; a task that sounds very much like project-based learning. As an educator and a person involved with the International Society for Technology in Education, Draper’s viewpoint is indeed relevant. While his entry is short, his thoughts are recent and clearly tie in to the notion of overcoming technophobia and how that might be achieved.
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.
This article thoroughly discusses the nature of teacher beliefs and how they affect classroom instruction and practices. Ertmer goes on to explain how these beliefs can inform professional development strategies intended to improve technology integration. Essentially, she suggests that for teachers to adopt technological tools, it will require working with teachers’ preexisting pedagogical beliefs. Specifically she suggests that these teachers will need to shift some of their beliefs, and this might be achieved by personal or vicarious experiences and/or through the establishment of new social and cultural norms.
This article is highly relevant and does a thorough job of exploring what experts believe about teacher pedagogy and pedagogical shifts. In regards to my research, this article lays out how technophobia may be rooted in teacher beliefs as well as how different interventions that call for change in those beliefs (such as problem-based learning) may be effectual in technology integration.
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 report enumerates the challenges that come from the demand for digital multimedia in instructional use. The primary focus is on instructors themselves and the cyberphobia that can inhibit them from embracing this instructional change. Phobic behaviors that signal resistance are classified into five categories: negative symbolism, technological change per se, manifested resistance, failure to recognize stages of change and acceptance, and failures of implementation. From there, change strategies are recommended via a typology of roles that stem from technology use and technology awareness. These roles include: novice, skeptic, agnostic, explorer, optimist, conformist, squatter, dabbler, and expert. Strategies are then suggested for how to effect change with educators that match each typological role.
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.
The George Lucas Educational Foundation. M. Chen & S. Armstrong (Eds.). (2002). Edutopia: Success stories for learning in the digital age. San Francisco, CA: Jossey-Bass.
This book is a collection of articles written by various contributors regarding the implications of project-based learning (which is another name for problem-based learning, or PBL). Actual stories are shared from classrooms in which projects were completed stemming from a PBL approach. The intention behind this book is to inspire others (parents, policymakers, educators) to consider PBL and take the steps to incorporate these practices into more schools. Articles are categorized under three major themes: innovative classrooms, involved communities, and skillful educators.
For my purposes, I am most interested in the classroom and educator sections, as they discuss PBL, give examples, and look at teacher preparation and development. While this book has a great deal of validity stemming from the numerous expert contributors (including a chair of the National Research Council), there is some concern about bias. Since this book was created by The George Lucas Educational Foundation and is very direct about its pro-technology intentions, it is important to view all stories with this predisposition in mind.
Lei, J., & Morrow, B. (2009). Teachers’ adoption of technology innovation into pedagogical practices. Education and Information Technologies. 15(3). 143-153.
In this article, 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. Certain strategies are identified as being essential to the project’s efficacy. 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.
This study is highly relevant and valid. The article thoroughly details the procedures and subsequent conclusions, while making suggestions based on what the results imply. The findings of this study help to flesh out the components of successful technology integration and relate the interventions to educator’s beliefs. I also feel this study is a great example of how to do careful and thorough research with educators and technology, which will be useful in formulating my own plan.
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 considers the problem of digital integration in schools and suggests teachers’ beliefs as a possible barrier. As problem-based learning (PBL) has been suggested as an effective approach for changing beliefs, the researchers seek to determine whether PBL would change pre-service teachers’ beliefs about technology and their intended teaching practices. The results of this study suggest that while PBL does tend to shift teachers’ practices from teacher-centered to student-centered learning, it does 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).
This study has great validity, as the contributors to the study are both from universities. However, one potential downfall is that the study was done with pre-service teachers rather than teachers who have already had time in the field. Therefore, the results generated in this study may not accurately reflect how more experienced educators would respond if given the same training.
7.12.2010
Research in Action Project (CEP 822)
TASK: Choose a problem in my professional context, Explore solutions to the problem, Identify an intervention, and Develop a program of evaluation of that intervention
CHOSEN PROBLEM: Educator Technophobia (Fear of Technology) and Classroom Technology Integration
INTRODUCTION:
Digital tools, while becoming increasingly embedded in students’ daily lives, are also steadily working their way into today’s classrooms. However, the kind of reception that these technologies receive once brought into a classroom can vary greatly from one educator to the next. While many teachers are eager to work with new technologies, that acceptance is simply not universal and often the opposite is true. Rather than greeting these new instruments with excitement and curiosity, there is a sense of fear and anxiety towards them. This fear of working with technology, or technophobia, then inhibits not only the teacher’s own digital skills, but also his or her ability to fully integrate the technology into classroom practice, making it more difficult for students to benefit from the devices’ presence, as well. With these issues in mind, the following research questions arise: WHAT ARE THE EFFECTS OF EDUCATOR TECHNOPHOBIA ON CLASSROOM TECHNOLOGY INTEGRATION? Also, WHAT STRATEGIES CAN EFFECTIVELY MINIMIZE EDUCATOR TECHNOPHOBIA?
My awareness of this problem began in my first year of teaching. The school where I worked was very proud of the SMART Boards they had begun installing in various classrooms. This was touted on the school website and the goal was made clear to the public that someday soon every class would have a SMART Board. As a traveling teacher, I didn’t have a classroom of my own, but I did use one room that had a coveted SMART Board. The students adored this tool. They were always eager to show me different features of the board and would request that we use it for any given task. What I quickly found out, though, was that while the teachers who had these boards in their room were “trained” on them, that did not guarantee that the boards were integrated into their lessons to the same degree or with the same level of enthusiasm. In fact, in some cases the SMART Board was treated like a standard chalkboard—as if the technological advance had never taken place. At the time I noted the phenomenon, but did not spend much time considering the causes or factors involved.
As my teaching career continued and I switched buildings, I observed varying degrees of technology use and similar variance in how technology was or was not embraced by educators. As I planned lessons using the computer lab or incorporating a digital projector, other teachers would make comments about how they could “never do that” or how they wouldn’t know where to start. In addition to statements about lack of familiarity came mention of concerns because “the students know more about those than I do,” or “I don’t trust those machines,” etc. It was clear that the issue was not just lack of specific training on the technology, but also feelings of inadequacy with technology skills in general and knowing less about the tool than one’s students, or a general anxiety about using something new and different. While these fears were certainly understandable, it was clear that they needed to be addressed and remedied.
Resistance to the very media with which students are accustomed means educators are staying within their own comfort zone, but neglecting that of their students. That may not warrant immediate concern, but what are the larger implications of a teacher’s failure, or inability, to embrace technology? Are students missing out on enriched learning experiences? Are teachers missing a chance to bridge the gap between their learning style and those of their students? What could be gained if educators’ technophobia could be managed? In this study, I hope to not only find some answers to questions like these, but to also deduce which strategies can best address the issue of technophobia in schools and in the educational community in general.
As an educator who has a passion for technology, the problem of technophobia is highly relevant and important to me. I have seen firsthand how technology-integrated lessons can lead to increased student interest, higher motivation, and improved learning. While working with digital tools in my classroom has involved challenges, the benefits tend to far outweigh any difficulties. I want all educators to have the experience of integrating new pieces of technology into their practice without feelings of intimidation hindering the process. I believe helping reduce people’s fears of technology would not only lead to increased technological confidence for those individuals, but also more seamless assimilation of these tools, improved student outcomes, and better return on investment for the schools and districts that have made technology a financial priority.
In general, others recognize the dilemma of technophobia and its negative effects on utilization of technology in the classroom, and this phenomenon is not a new occurrence. As Rosen and Weil (1995) explain:
Since Time named the microcomputer their “Man of the Year” in 1983 there has been a continued drive for public school teachers to become computer literate. A nationwide study concluded that although teachers have increased computer availability in their classrooms, they are not integrating computers into the standard curricula. (p. 9)
The authors go on to describe their study, which examined technophobia as an explanation for low levels of computer utilization. So while the issue of technophobia clearly is not brand new, it is a problem that has not disappeared over time, but rather continues to be a hindering force in the technological advancement of our nation’s classrooms. As the demand for technology in the classroom increases and digital educational tools multiply, it follows that technophobia has also grown, perhaps into more of an epidemic than ever before.
While technophobia is certainly acknowledged by many, there is also a desire to better understand where this “fear” of technology comes from, and if it stems from individuals’ feelings about technology or is a result of institutional pressure, etc. A comprehension of the underlying cause(s) of technophobia is essential to determining an effective intervention. Yvonne Lam (2000) conducted one such study and noted that a teacher’s desire to use technology or not was related to the teacher's personal belief in technology's benefits, or lack thereof, rather than to a resistance to technology. Lam’s findings suggest that “teachers are not really ‘technophobic’ and that institutions are perhaps overly ‘technophilic’ in their rush to obtain the latest innovations without considering the needs of teachers and students” (2000, p. 389). This perspective is important to keep in mind as I pursue my research. If institutional pressure to use the latest technology were indeed one of the main driving forces for the fears experienced by educators, then any intervention that would aspire to minimize technophobia would also need to account for this institutional technophilia.
Therefore, in embarking on this journey of research, I find it necessary to keep in mind a few things. For one, fear of technology is not a new phenomenon. As long as there have been computers, there have been people who were not comfortable utilizing them in class. Thus, taking into account technophobia’s affects over time may prove to be useful in determining the best interventions. Secondly, finding successful interventions will require an understanding of the underlying causes that are at work with this phobia. With these things considered, I look forward to researching technophobia, its perceived effects on technology integration, and possible interventions that may contribute to the resolution of this long-standing educational dilemma.
References
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.
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.
CHOSEN PROBLEM: Educator Technophobia (Fear of Technology) and Classroom Technology Integration
INTRODUCTION:
Digital tools, while becoming increasingly embedded in students’ daily lives, are also steadily working their way into today’s classrooms. However, the kind of reception that these technologies receive once brought into a classroom can vary greatly from one educator to the next. While many teachers are eager to work with new technologies, that acceptance is simply not universal and often the opposite is true. Rather than greeting these new instruments with excitement and curiosity, there is a sense of fear and anxiety towards them. This fear of working with technology, or technophobia, then inhibits not only the teacher’s own digital skills, but also his or her ability to fully integrate the technology into classroom practice, making it more difficult for students to benefit from the devices’ presence, as well. With these issues in mind, the following research questions arise: WHAT ARE THE EFFECTS OF EDUCATOR TECHNOPHOBIA ON CLASSROOM TECHNOLOGY INTEGRATION? Also, WHAT STRATEGIES CAN EFFECTIVELY MINIMIZE EDUCATOR TECHNOPHOBIA?
My awareness of this problem began in my first year of teaching. The school where I worked was very proud of the SMART Boards they had begun installing in various classrooms. This was touted on the school website and the goal was made clear to the public that someday soon every class would have a SMART Board. As a traveling teacher, I didn’t have a classroom of my own, but I did use one room that had a coveted SMART Board. The students adored this tool. They were always eager to show me different features of the board and would request that we use it for any given task. What I quickly found out, though, was that while the teachers who had these boards in their room were “trained” on them, that did not guarantee that the boards were integrated into their lessons to the same degree or with the same level of enthusiasm. In fact, in some cases the SMART Board was treated like a standard chalkboard—as if the technological advance had never taken place. At the time I noted the phenomenon, but did not spend much time considering the causes or factors involved.
As my teaching career continued and I switched buildings, I observed varying degrees of technology use and similar variance in how technology was or was not embraced by educators. As I planned lessons using the computer lab or incorporating a digital projector, other teachers would make comments about how they could “never do that” or how they wouldn’t know where to start. In addition to statements about lack of familiarity came mention of concerns because “the students know more about those than I do,” or “I don’t trust those machines,” etc. It was clear that the issue was not just lack of specific training on the technology, but also feelings of inadequacy with technology skills in general and knowing less about the tool than one’s students, or a general anxiety about using something new and different. While these fears were certainly understandable, it was clear that they needed to be addressed and remedied.
Resistance to the very media with which students are accustomed means educators are staying within their own comfort zone, but neglecting that of their students. That may not warrant immediate concern, but what are the larger implications of a teacher’s failure, or inability, to embrace technology? Are students missing out on enriched learning experiences? Are teachers missing a chance to bridge the gap between their learning style and those of their students? What could be gained if educators’ technophobia could be managed? In this study, I hope to not only find some answers to questions like these, but to also deduce which strategies can best address the issue of technophobia in schools and in the educational community in general.
As an educator who has a passion for technology, the problem of technophobia is highly relevant and important to me. I have seen firsthand how technology-integrated lessons can lead to increased student interest, higher motivation, and improved learning. While working with digital tools in my classroom has involved challenges, the benefits tend to far outweigh any difficulties. I want all educators to have the experience of integrating new pieces of technology into their practice without feelings of intimidation hindering the process. I believe helping reduce people’s fears of technology would not only lead to increased technological confidence for those individuals, but also more seamless assimilation of these tools, improved student outcomes, and better return on investment for the schools and districts that have made technology a financial priority.
In general, others recognize the dilemma of technophobia and its negative effects on utilization of technology in the classroom, and this phenomenon is not a new occurrence. As Rosen and Weil (1995) explain:
Since Time named the microcomputer their “Man of the Year” in 1983 there has been a continued drive for public school teachers to become computer literate. A nationwide study concluded that although teachers have increased computer availability in their classrooms, they are not integrating computers into the standard curricula. (p. 9)
The authors go on to describe their study, which examined technophobia as an explanation for low levels of computer utilization. So while the issue of technophobia clearly is not brand new, it is a problem that has not disappeared over time, but rather continues to be a hindering force in the technological advancement of our nation’s classrooms. As the demand for technology in the classroom increases and digital educational tools multiply, it follows that technophobia has also grown, perhaps into more of an epidemic than ever before.
While technophobia is certainly acknowledged by many, there is also a desire to better understand where this “fear” of technology comes from, and if it stems from individuals’ feelings about technology or is a result of institutional pressure, etc. A comprehension of the underlying cause(s) of technophobia is essential to determining an effective intervention. Yvonne Lam (2000) conducted one such study and noted that a teacher’s desire to use technology or not was related to the teacher's personal belief in technology's benefits, or lack thereof, rather than to a resistance to technology. Lam’s findings suggest that “teachers are not really ‘technophobic’ and that institutions are perhaps overly ‘technophilic’ in their rush to obtain the latest innovations without considering the needs of teachers and students” (2000, p. 389). This perspective is important to keep in mind as I pursue my research. If institutional pressure to use the latest technology were indeed one of the main driving forces for the fears experienced by educators, then any intervention that would aspire to minimize technophobia would also need to account for this institutional technophilia.
Therefore, in embarking on this journey of research, I find it necessary to keep in mind a few things. For one, fear of technology is not a new phenomenon. As long as there have been computers, there have been people who were not comfortable utilizing them in class. Thus, taking into account technophobia’s affects over time may prove to be useful in determining the best interventions. Secondly, finding successful interventions will require an understanding of the underlying causes that are at work with this phobia. With these things considered, I look forward to researching technophobia, its perceived effects on technology integration, and possible interventions that may contribute to the resolution of this long-standing educational dilemma.
References
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.
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.
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