Altered Geometry: A New Angle on Teacher Technophobia

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Lloyd, M. & Albion, P. (2009). Altered Geometry: A New Angle on Teacher Technophobia. Journal of Technology and Teacher Education, 17(1), 65-84. Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/26171.

Journal Information

Journal of Technology and Teacher Education
ISSN 1059-7069
Volume 17, Issue 1, January 2009
Association for the Advancement of Computing in Education (AACE)  Chesapeake, VA

More Information on JTATE Table of Contents

Authors

Margaret Lloyd, Queensland University of Technology, Australia; Peter Albion, University of Southern Queensland, Australia

Abstract

Teacher technophobia is analyzed using an activity systems framework and we contend that technophobic teachers make the mistake of confusing and collapsing the tool into the object thereby figuratively altering the geometry of the classic activity system triangle. Three case studies of technophobic teachers are reviewed and compared with observations of a teacher described as exemplary but whose practice exhibited technophobic characteristics. The teachers in this paper shared four mental models, that is, (a) teacher as expert, (b) student as inexpert, (c) ICT as being restricted to productivity applications, and (d) schooling as the achievement of purposeful outcomes. We conclude that teachers with technophobic characteristics act logically in terms of their worldview but that this leaves them with either no or limited processes to enact change and no clear view as to where they are heading.

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