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).
