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Altered geometry : a new angle on teacher technophobia

Lloyd, Margaret M. (2009) Altered geometry : a new angle on teacher technophobia. Journal of Technology and Teacher Education, 17(1), pp. 65-84.

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Abstract

Teacher technophobia is analysed 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 article 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.

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ID Code: 18333
Item Type: Journal Article
Additional Information: Self-archiving of the publisher-version is not yet supported by this publisher. For more information, please refer to the journal’s website (see hypertext link) or contact the author.
Keywords: ICT education, teacher technophobia, professional development, HERN
ISSN: 1059-7069
Divisions: Current > Research Centres > Office of Education Research
Current > Schools > School of Curriculum
Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2009 Association for the Advancement of Computing in Education
Deposited On: 26 Feb 2009 11:18
Last Modified: 27 Oct 2014 14:57

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