Altered geometry: a new angle on teacher technophobia
Article
Article Title | Altered geometry: a new angle on teacher technophobia |
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ERA Journal ID | 20270 |
Article Category | Article |
Authors | Lloyd, Margaret (Author) and Albion, Peter (Author) |
Journal Title | Journal of Technology and Teacher Education |
Journal Citation | 17 (1), pp. 65-84 |
Number of Pages | 30 |
Year | 2009 |
Publisher | Society for Information Technology & Teacher Education (SITE) |
Place of Publication | Chesapeake, VA. United States |
ISSN | 1059-7069 |
1943-5924 | |
Web Address (URL) | http://www.editlib.org/p/26171 |
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. |
Keywords | technophobia; activity theory |
ANZSRC Field of Research 2020 | 460806. Human-computer interaction |
390307. Teacher education and professional development of educators | |
390405. Educational technology and computing | |
Public Notes | File reproduced in accordance with the copyright policy of the publisher/author. |
Byline Affiliations | Queensland University of Technology |
Faculty of Education |
https://research.usq.edu.au/item/9yz35/altered-geometry-a-new-angle-on-teacher-technophobia
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