WHY IS IT THAT SO MANY TEACHERS
ARE AFRAID OF TECHNOLOGY?
ARE AFRAID OF TECHNOLOGY?
By Enrique Rojas R. M.A.
Seemingly using
technology in the educational field is today the name of the game. More than 4
million students in Latin America have an individual electronic device
conducive to support its differentiated learning. (Severin and Capota) Phones,
tablets and kindles (digital book readers) are expanding places of learning
beyond schools. In countries such as ours, in addition, programs like "One
Laptop per Child are being embraced. Yet, in spite of all this, there is a large number of teachers who have
real fear of technology.
The Confederación
Española de Centros de Enseñanza, CECE (Spanish
Confederation of Schools) indicates that 70% of primary and secondary schools of
that country do not have projects of educational computerization and 40% of
teachers do not use information technology and communication (ITC) in the Classroom.
They consider that the main reason for this is lack of training.
The
aforementioned report also says that six out of ten teachers use these
technologies in the classroom, but 35% said they "would be willing to use
them but do not dare", while 5% reveal they are not interested in using
them whatever the case.
In our
country, although we have no precise figures due to lack of statistics, the
portal Universia Peru, disclosed that 82% of teachers participating in a recent
survey they conducted do not believe that new technologies are used appropriately
in class. In opposition
to that, 97% of respondents sustained --at the same time-- that new
technologies mean "an opportunity" to improve education in the
country.
The
teachers responding considered that the main obstacle in implementing
technological resources in their classes, is the lack or inadequacy of the
infrastructure installed in their workplaces. But we consider that at the
kernel of the dilemma is the lack of proper training.
In
recent years most private schools in Lima and other large Peruvian cities, and
a good deal of public ones, have been equipped with computers, projectors,
screens, sound systems and sometimes even smart boards. School administrators
have been willing to dedicate significant sums to equip their classrooms. But unfortunately
they did not often allocate a similar amount to train their personnel. And this
is the result.
This is not a phenomenon restricted to Peru,
not even to the Third World. The Guardian. Influential daily British newspaper,
reported that some 30% of teachers surveyed by the University of Bristol failed
to make good use of computers in the classroom -- despite the government's £1bn
investment. The study divulges that many teachers dread computers will
interfere with 'genuine' or book-based learning, particularly in the humanities
and creative subjects, and use ICTs only for administration and routine tasks.
Furthermore, the document implies that many instructors
lack the confidence to take the risk of using technology in their subject
areas, although they have reasonable facilities at school and they use
computers at home.
On a more earthly terrain, on the part of the
teachers, there is a fear of letting go of control. Besides this, many educators
are uncertain about their own ability to create tech-integrated lessons. On
addition, while books are perceived as educational and as the classic vehicle
to approach ethos, (acquire knowledge) there is a cultural association of
computers with business as well as leisure, play and slackening.
Beyond that is the anxiety of teachers at
handling costly equipment. Who will pay if something breaks? They also worry
about off-task behavior online and cyber bulling. That leads to the
establishment of many anti-technology rules in the name of safety.
Other instructors find it very difficult to
recognize the wrongness and untimeliness of their non-tech approach. The
argument that computers have been oversold and underused is not completely
deprived of accuracy, although we identify it many times as a cop-out.
But perhaps one of the strongest arguments
that lead educators into the inactivity corner is the recognition that in these
matters it is very frequent that the students outperform their teachers. And a
good number of us are not willing to ask our students what to do with the
devices or how to do things with the seemingly uncooperative machines. Maybe
they still live in the time when teachers were supposed to be the depository of
all knowledge. On our part, we feel no shame in asking students and plea for
their help. And they are usually cheerful to award it.
Now your turn:
Have you ever wondered if Technology
in Education is a friend or a foe?
Do you know
why High-Tech sends a chill down the
teachers’ spine?
We are
looking forward to your posts letting us know what you think.
BIOGRAPHICAL DATA
Graduated in Journalism at the PUCP, Peru, Enrique
Rojas R. holds a MA in Journalism and MA in Inter American History from
Southern Illinois University, USA; an MA in Literature from University of the
Americas, Puebla, Mexico, all the coursework for a MA in TEFL at Universidad de
Piura, Peru and BA in Education from Universidad Federico Villarreal. He has
also obtained Certificates of Proficiency in English both from Cambridge
University and the University of Michigan and the Diploma for EFL Teachers from
Universidad del Pacifico. He is an Oral Examiner for the Cambridge University
exams and has been awarded the title Expert in E-Learning from Asociacion
Educativa del Mediterraneo and Universidad Marcelino Champagnat. He has worked
as a professor in universities in Peru, Mexico and the United States; as a
newscaster and a producer in radio and television stations in the United States
and Mexico, and as a writer and editor in daily newspapers of the same
countries. He has been in the staff of CIDUP for 17 years teaching English and
Spanish specializing in International Exams, English for Business, ESP and
Teacher Training. He is a member of the Research Area of Centro de Idiomas de
la UP.
