Based on the findings, it can be concluded that teachers in
secondary schools exhibit the highest level of technophobia towards the use of
ICT, primarily due to their anxiety about using technology in the classroom.
This fear stems from their lack of familiarity with digital tools and a strong
belief that technology cannot replace the role of a teacher in education. In
addition to their anxiety, teachers also display significant technophobia
towards the use of ICT, particularly concerning their beliefs about the impact
of technology in the classroom. Many teachers have developed an aversion to ICT
tools, fearing that their use may lead to job reductions or health issues. This
fear has led to a higher level of resistance to integrating ICT into their
teaching practices. Finally, teachers also express considerable technophobia
regarding their access to ICT tools. The lack of access to necessary technology,
such as computers, internet facilities, and other devices, contributes to
negative feelings toward its use in the classroom. When teachers do not have
adequate access to these resources, they feel unable to incorporate technology
into their teaching effectively, further increasing their technophobia. This
lack of access reinforces their resistance to using ICT tools in secondary
schools.
This study explores the technophobia exhibited by teachers
towards the use of Information and Communication Technology (ICT) in secondary
schools, specifically focusing on those with high acceptance scores (80% and
above) across various dimensions of technophobia. The research examines the
profile of teachers who demonstrate technophobic tendencies, analysing their attitudes,
beliefs, and experiences regarding the integration of ICT into the educational
environment. By identifying patterns within these teachers' responses and
categorising them according to different components of technophobia, the study
provides insight into the underlying factors that contribute to resistance to
ICT adoption. The findings highlight critical areas for intervention, offering
recommendations for addressing and overcoming technophobia in secondary school
educators to enhance ICT integration in teaching practices.
This study investigates the technophobia among secondary
school teachers towards the use of Information and Communication Technology
(ICT), focusing on high acceptance scores (80% and above) in various dimensions
of technophobia. The research addresses three key aspects: teachers' anxiety
towards ICT, their access to ICT tools, and their beliefs regarding the use of
these tools in education. Regarding anxiety, the study finds that teachers are
generally fearful of using technology in the classroom, struggle with computer
terminology, and feel nervous about making digital transactions or using bank
ATMs. Additionally, teachers express the belief that modern technologies cannot
replace a teacher in the classroom. On the dimension of ICT tool access, the
findings indicate that teachers lack essential ICT resources, such as computers
and internet access in their schools. Furthermore, teachers report that they
did not receive sufficient training on ICT use during their teacher education programs.
Finally, teachers' beliefs about ICT tools reveal that they find them difficult
to use, fear that computers are replacing jobs, believe there is too much
emphasis on computer education in society, and are concerned about potential
future health problems due to prolonged computer use. These insights provide a
comprehensive profile of teachers' technophobic tendencies, highlighting areas
where intervention is needed to improve ICT adoption and integration in
secondary schools.
Author(s) Details
Dr. Aruna Reddi
Department of Education, Andhra University, Visakhapatnam-530003, Andhra
Pradesh, India.
Dr. T. Sharon Raju
Department of Education, Andhra University, Visakhapatnam-530003, Andhra
Pradesh, India.
Please see the book here :- https://doi.org/10.9734/bpi/mono/978-93-47485-10-7
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