Teachers attitudes to ICT

During the final lecture of this module, our computing specialism group discussed teacher’s attitudes to ICT, linking closely with the previously discussed topic of ‘technophobia’. It was discussed how technology is a phenomenon which is continually developing at a rate much faster than our attitudes and why?

Firstly, we examined the definition of ‘attitude’, suggesting that it refers to the feeling we have toward something or someone, leading to motivation and behaviour. According to the Affective, Behavioural and Cognitive (ABC) Model, attitude consists of emotional reactions, behavioural responses and beliefs and thoughts (Feldman, 1998 p.332). In light of this, Steve Wheeler, associate professor at Plymouth University, posed an interesting question for us to consider: "Does attitude cause behaviour or does behaviour cause attitude?” McLeod (2014) suggests how the behaviour of someone is usually expected to be consistent with their attitudes, yet notes how this principle of consistency is often disputed by people's illogical behaviour. However, from personal experience I have noticed that a teacher’s attitude technology affects their behaviour and how it is used in the classroom – be that positively or negatively. 

Often, teacher’s negative attitudes toward ICT create a learning barrier. A common reason for teacher’s fear or avoidance of ICT is the view that it disrupts order, leading to a lack of classroom control, an aspect which is usually a teacher’s priority (Cox, Preson and Cox, 1999). A question we need to then ask ourselves is what will increase teacher’s confidence in the use of ICT; and as specialists, what can we do to support this in schools? The use of ICT can be encouraged in aspects of daily life to allow teachers to immerse themselves within the technology. This will also demonstrate the diversity of uses and reveal the benefits and positive effects that ICT can have on learning. It is also important to show how ICT includes much more than computers and laptops; revealing innovative and interesting technologies which can be used in schools such as ‘Makey Makey’ and Bee Bots. INSET, CPD and after school clubs are other modes of support for developing knowledge, skills and understanding with regard to technology and pedagogy.

As a final point, I feel as though teachers need to ‘practice what they preach’. We promote an ethos of positive attitudes within school and encourage children to take risks, try new things and make mistakes; however, often find ourselves doing the opposite. Taking on board our own advice will encourage us to change our attitudes to things that make us feel uncomfortable and act as role models for the children.

References:

Cox, M., Preston, C., and Cox, K. (1999). What Factors Support or Prevent Teachers from Using ICT in their Classrooms? (online) Available at: http://www.leeds.ac.uk/educol/documents/00001304.htm (Accessed: 15 March 2016)

Feldman, R. (1998). Social psychology. Upper Saddle River, N.J.: Prentice Hall. 

McLeod, S. A. (2014). Attitudes and Behavior. (online) Available at: www.simplypsychology.org/attitudes.html (Accessed: 15 March 2016).

What is digital literacy and why is it important?

Digital literacy is a term that is becoming increasingly common in schools, arguably since the new computing curriculum was introduced in 2013, outlining aims to ensure that our pupils become digitally literate. So, what does it mean to be digitally literate? When we think of literacy, reading and spelling immediately come to mind (Underwood and Farrington-Flint, 2015 p.66) and to be literate implies a level of competency is required in these skills. According to the DfE (2013 p.178), this term refers to children being able to express themselves and develop their ideas through using ICT, at a level which will prepare them for their future working life. When discussing this question during yesterday's lecture we comprised 3 levels of literacy; outlining that reading and writing are fundamental skills, speaking and listening is a social competency and that using technology to communicate is the next level in literacy.  

Why is it important to be digitally literate? Technology in education has been said to have a positive effect on both teaching and learning in numerous ways. Leask and Meadows (2000 p.8) suggest that pupils can learn more efficiently where a variety of technology is used and model’s such as Puetendura’s (2008) SAMR model, demonstrates how this use can modify and redefine learning tasks. Technology has formed a significant role within our daily lives that is continuing to increase with time, particularly in the working world, meaning that our children need to be educated and equipped with the correct knowledge and skills to prepare them for the future (Quinlan, 2014 p.41), as with any other area of the curriculum. If children become digitally ‘illiterate’ it will have a significant impact on their learning and they will be denied opportunities.

Teaching and learning within the ‘digital age’ is continuing to evolve with technologies and the future of which is unpredictable, making our job to teach the fundamental skills a difficult task. In relation to the previous post regarding technophobia; this daunting task we face highlights the need for teachers embrace technology and engage with it in order to create the best teaching and learning opportunities.

References:

DfE. (2013) The National Curriculum in England: Key Stages 1 and 2 Framework Document. Available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/425601/PRIMARY_national_curriculum.pdf (Accessed: 1 March 2016).

Puentedura, R. (2008) As We May Teach: Educational Technology, From Theory into

Practice. [Podcast]. Dec 22, 2008. Available at:  https://itunes.apple.com/gb/itunes-u/as-we-may-teach-educational/id380294705?mt=10 (Accessed 4 March 2015).

Quinlan, Oliver (2014). The Thinking Teacher. Carmarthan: Independent  Thinking Press.

Underwood, J. and Farrington-Flint, L. (2015). Learning and the e-generation. West Sussex: Wiley Blackwell. 

Technophobia?

It had never occurred to me before that "technophobia" existed. I was aware of certain people who refuse to use technology or have a particular resistant attitude; however had never considered that it would be given a specific term or defined as a 'fear'. Brosnan (1998 p.2) outlines that "this fear can range from avoidance to technology from palpitations of sweating when thinking about using technology" and also claims that technophobia is a legitimate response to technology.  This may be a legitimate response; however, it is not one that accepted within a learning environment due to its fantastic potential as a learning resource. Constructionist theorist Seymour Papert (1993 p.4) highlighted that computers can be carriers of powerful ideas and help to form new relationships with knowledge. Technophobia therefore, can have the potential of having a significantly negative impact on teaching and learning; causing a barrier to learning which we need to ensure is removed.

A fear and anxiety toward technology can occur within teachers or children, but what are the symptoms? Similarly to other phobias, symptoms can include: feelings of panic, rapid heartbeat, shortness of breath and extreme avoidance. Technophobia is common among teachers, particularly those who have been teaching for many years and have been successful in doing so without technology. Is is typical human nature for us to resist change, we are creatures of habit. However, this technophobic attitude can also occur due to a lack of knowledge. After all, most of our fears are born out of the fear of the unknown; fear of death, fear of the dark, fear of the future. The risk of these anxieties being present in schools is not only that children will be denied opportunities for authentic learning (Wheeler, 2014), but they might also inherit these attitudes. This is why it is essential for teachers, particularly specialists and those responsible for technology education are confident in their use and knowledge.

I definitely wouldn't consider myself as technophobic; in fact I am probably a technophile, being that my iPhone 6s is an extension of my right arm and I take my matching iPad Air with me wherever I go. I certainly can’t remember the last time I went a whole day without checking twitter. However, despite all this, the prospect of HOW to use technology effectively to enhance and engage learning does cause me some anxiety so I can empathise with the 'technophobes'.

So, a concluding thought: there needs to be an awareness of technophobia within schools in order to prevent it from occurring and being detrimental to the learning process for our children. Technology is continually evolving phenomenon that should be embraced and used to our advantage rather than ignored and avoided as a result of fear.

References:

Brosnan, M. (1998). Technophobia: The psychological impact of information technology. New York: Routledge. 

Papert, S. (1993) Mindstorms. New York: Harvester Wheatsheaf.

Wheeler, S. (2014) Shock of the new. [Blog] Learning with 'e's. Available at: http://steve-wheeler.blogspot.co.uk/2014/01/shock-of-new.html [Accessed 25 Feb. 2016].

Effective Learning Environments

We're now 4 weeks into semester 2 and I must admit I'm enjoying under-picking the psychology of learning and considering it in context. Within the last few lectures’ we've explored what learning is and since then, also delved into the concept of perceptions and representations in learning and most recently; memory and recall. The purpose of this post is to reflect on these elements of learning psychology whilst addressing the question of "How do we create learning environments and opportunities that enable our students to remember and learn better?", with some consideration to the use of technology. 

In my previous post I defined learning as the process of acquiring and developing knowledge, skills and behaviors, also highlighting that this occurs in a number of ways. Now let’s explore how learning is said to occur with technology. Sugarta Mitra (2010) suggests that children can learn anything, by themselves, provided that they have digital scaffolding and other children around them. This is a vygotskian approach, supporting learning as a social experience. Diversely, Negraponte (2006) talks in favour of children working independently with technology, claiming that learning is driven by the individual. Taking these opposing views into account, how do we create an environment to suit these different views? Every learner is different; some children may find that they learn better by working independently and others may thrive from working in a group. This suggests that our learners need to be given a choice within there environment for the way they wish to work.

What else needs to be available within a learning environment, and what makes a difference to learning? A child’s perception of their working and learning space is a key factor; as are first impressions of the environment. What children see when they first walk into a room can shape their behavior for the rest of the day (Greenwood, 2002). Leimanis-Wyatt (2010 p.12), claims that “A stimulating environment makes for a stimulated child”. A stimulating environment is arguably also a flexible one; Edutopia (2015) promote learning spaces which children feel comfortable and creative in and give children the choice to work in a manor which best suits them; whether that be lying on the floor or sat at a table.

If we can help children to learn better through creating a suitable learning environment, does this also mean that this can help them to better remember what they learn? Atkinson and Shiffrin’s (1968) multi-store memory model suggests information enters the sensory memory from an environmental input, if it is then given attention it enters the short-term memory and progresses into the long-term memory when ‘coded’ and rehearsed. Baddley and Hitch (1972) expanded upon the muti-store model, proposing the model of working memory which explores how listening, experiencing and seeing all contribute to the short term memory. This information highlights the need for children to be immersed in a sensory environment which stimulates these senses and encourages memory and recall. Outcomes are not necessarily determined, however this will promote experiences which children will remember, which are said to have a great impact on children’s learning (Barnes, 2011 p.9; Spink and Boys, 2011 p.85).

So, to answer the original question: in my opinion, classroom environments needs to be comfortable, flexible and stimulating in order to promote learning and recall. There should be different area’s of the classroom which promote different styles of learning; area’s for group work and area’s for independent study. If children want to sit on the floor, at a table or on a beanbag whilst they work; they should have the choice. Their surrounding area should be multi-sensory, inspiring and prompt their learning. 

References:

Atkinson, R.C.; Shiffrin, R.M. (1968) "Chapter: Human memory: A proposed system and its control processes". In Spence, K.W.; Spence, J.T. The psychology of learning and motivation, 2, pp. 89–195. New York: Academic Press.

Baddeley, A. D., & Hitch, G. (1974) Working memory. In G.H. Bower (Ed.), The psychology of learning and motivation: Advances in research and theory, 8, pp. 47–89. New York: Academic Press.

Barnes, J. (2011) Cross-curricular learning 3-14. London: SAGE Publications.

Greenwood, J. (2002) ‘Student perceptions regarding classroom environments for learning’. Available at: http://scholarworks.unmass.edu/dissertations/AAI3056233/ (Accessed: 20 February 2016)

Leimanis-Wyatt, M. (2010) Classroom DIY. New York: Routledge.

Mitra, S. (2010) 'The hole in the wall: self organising systems in education' (Vodcast). Available at: http://youtu.be/Ps8MwyJH8Zo (Accessed: 20 February 2016) 

Negraponte, N. (2006) One Laptop per Child (Vodcast). Available at: http://www.ted.com/talks/nicholas_negroponte_on_one_laptop_per_child?language=en#t-355537 (Accessed: 20 February 2016).

Spink, E. and Boys, R. (2011). Primary curriculum. London: Continuum.