Altered Geometry: A New Angle on Teacher Technophobia

New Search

Print Abstract

E-mail Abstract

Full Text

Save to My Collections

Export Citation

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.

• Share:
• 
• 
• 
• 
• 
• 

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

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.

Also Read

• Technology, Transfer and Teaching: The Impact of a Single Technology Course on Preservice Teachers’ Computer Attitudes and Ability
• Teaching for Application: A Model for Assisting Pre-Service Teachers With Technology Integration
• Teachers’ Views on Factors Affecting Effective Integration of Information Technology in the Classroom: Developmental Scenery
• Research Highlights in Technology and Teacher Education 2009
• Preparing Preservice Teachers for 21st Century Classrooms: Transforming Attitudes and Behaviors About Innovative Technology
• Interactive Assessment: An Approach to Enhance Teaching and Learning
• Strategies for teacher professional development on TPACK, Part 2
• Interaction in Online Courses for Teacher Education: Subject Matter and Pedagogy
• Teacher Educators’ Beliefs and Technology Uses as Predictors of Preservice Teachers’ Beliefs and Technology Attitudes
• Mentoring Professors: A Model for Developing Quality Online Instructors and Courses in Higher Education

Tags