Mistaking the Tool for the Outcome: Using Activity System Theory to understand the Complexity of Teacher Technophobia
Lloyd, Margaret M. & Albion, Peter (2005) Mistaking the Tool for the Outcome: Using Activity System Theory to understand the Complexity of Teacher Technophobia. In Crawford, Caroline, Willis, Dee Anna, & Carlsen, Roger (Eds.) Society for Information Technology and Teacher Education International Conference (SITE) 2005, March, 2005, Phoenix, Arizona.
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 Paper|
|Keywords:||teacher beliefs, technophobia, activity system theory|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Copyright Owner:||Copyright 2005 (please consult author)|
|Deposited On:||07 Apr 2006|
|Last Modified:||09 Jun 2010 12:31|
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