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ERIC Number: EJ831336
Record Type: Journal
Publication Date: 2009
Pages: 20
Abstractor: As Provided
Reference Count: 34
ISBN: N/A
ISSN: ISSN-1059-7069
Altered Geometry: A New Angle on Teacher Technophobia
Lloyd, Margaret M.; Albion, Peter R.
Journal of Technology and Teacher Education, v17 n1 p65-84 2009
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. (Contains 1 table and 1 figure.)
Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327-1545. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia