Albion, Peter and Lloyd, Margaret (2005) Mistaking the tool for the outcome: using activity system theory to understand the complexity of teacher technophobia. In: 16th International Conference of the Society for Information Technology & Teacher Education (SITE 2005), 01-05 Mar 2005, Phoenix, USA.
[Abstract]: The blame for the reputed failure of schools to embrace information and communication technologies (ICT)) and the relegation of new technologies to the periphery of school life is frequently placed directly on the technophobic teacher. In this paper, we question this simplistic and singular placement of blame on such individuals and, in so doing, address the complexity of
teacher beliefs and dispositions. In revisiting interview data and mapping against activity system
theory, we have discerned a common misconception among technophobic teachers of 'othering' technology and believing classroom integration to be concerned with teaching about, rather than with or through, ICT. We cautiously conclude that those perceived as technophobic are in fact mistaking the tool for the outcome and that the problem of teacher technophobia is a misunderstanding of the roles of the components within the activity system.
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|Item Type:||Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)|
|Item Status:||Live Archive|
|Additional Information:||Author's version deposited in accordance with the copyright policy of the publisher. 'Copyright by AACE. Reprinted from the Proceedings of the 16th International Conference of the Society for Information Technology & Teacher Education (SITE 2005) with permission of AACE (http://www.aace.org).'|
|Depositing User:||epEditor USQ|
|Faculty / Department / School:||Historic - Faculty of Education|
|Date Deposited:||11 Oct 2007 00:25|
|Last Modified:||02 Jul 2013 22:33|
|Uncontrolled Keywords:||teacher beliefs; technophobia; activity system theory|
|Fields of Research :||13 Education > 1303 Specialist Studies in Education > 130306 Educational Technology and Computing|
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