Technophobia among the Teaching Community: Causes and Remedies Manjot Kaur, Navdeep Kaur, Balwinder Singh

Abstract: The purpose of this paper is to discuss the meaning of the term Technophobia and the various factors responsible for technophobia among the teaching community. Highlights include the discussion on the types of technophobes and the various fears associated with the usage of ICT among pre-service teachers. This paper attempts to describe technophobia tendencies among the pre-service teachers due to their perceptions and predispositions. This paper also mentions the various symptoms to identify technophobia among the teachers and pre-service teachers and the level of technophobia among pre-service teachers with reference to various factors. This paper also highlights some of the threats posed by the computers to the teachers due to which they refrain from the usage of technology in the teaching process. Although the emergence of computer programs in education has generated a great deal of excitement and enthusiasm on the part of students, teachers, and administrators, no one claims that it is without its headaches. One of the most difficult and pervasive of these problems lies not in the training of students, but in the training of teachers. The level of computer skills among them varies greatly. This is not solely due to age but there is a correlation to a fear of technology that may refer to varying levels of unease with many different types of technology. There is a need to identify and overcome technophobia among the teaching community so that there can be comfortable and optimum use of technology in the field of education. Keywords: Technophobia, ICT, Technophobes, Pre-Service Teachers.

Introduction Technology is taking over all aspects of life and it has also influenced the field of education greatly. Where the integration of technology in the education has simplified the teaching process by providing more opportunities for self-expression to individuals on one hand, it has also increased the complexities faced by those who are not well acquainted to its proper use, on the other. There are up to half of the population possessing negative opinions about, or having anxiety towards, information technology such as personal computers. Thereby exists a large group of individuals among the teaching community who possess a fear of technology. These individuals, if teachers, also influence the attitude of their students towards usage of technology. This fear, concern and negative attitude of the individuals towards the use of new technologies is termed as Technophobia. This paper begins with a discussion on the identification of technophobes among the teaching community. This paper discusses the reasons associated with the resistance to the usage of information and communication technology, and the ways that need to be adopted by the teachers and pre-service teachers to overcome technophobia.

Technophobia Technophobia can be defined as a fear or dislike of advanced complex device as computer or technology in general. Technophobia can also be defined as a rare, irrational fear of technology that creates significant anxiety and physical aversion to any new technology or ICT tools. It is the opposite of Technophilia - the love for technology. Individuals show anxiety and nervousness when presented with new products of technology. Many teachers exhibit this form of technophobia when integration of any new technology in the classroom is done. While this form of technophobia is more common and can be corrected by proper support and training, the true form of technophobia is rare with individuals showing extremely anxious response to technology and its complete avoidance. In most cases, this act of avoidance is for a particular piece of technology e.g. computer, projector etc.

Types of Technophobes The term technophobia includes any type of mild to moderate to severe discomfort with one or more forms of technology. Each individual experiencing technophobia is termed as a technophobe, and has its own different experience and tries to avoid any such use of technology that makes him or her anxious. Some feel that technology is not for them while others believe they will never be able to understand it. Based on these facts, technophobes have been broadly divided into three categories: Anxious technophobes Anxious technophobes experience the traditional symptoms of anxiety when encountered with technology. Their heart rate might pick up, they might get sweaty palms, they might get a headache or a nauseated stomach when either they have to deal with any technology that makes them uncomfortable or they imagine themselves dealing with technology. Cognitive Technophobes Cognitive technophobes are usually calm and collected externally but are playing out a very intense, negative dialogue inside their head. Their thoughts usually can be "if I push the wrong button, the machine will break," or "I'm going to get an electric shock," or "I'm stupid, and everybody knows this but me." So they're really hassling and frightening themselves internally when they have to use technology or when they even imagine themselves using technology. Uncomfortable Users Uncomfortable users are slightly anxious as they lack enough information about computers and technology to use them comfortably and effectively. They try to avoid such situations, which need them to use technology, to avoid their discomfort.

Various Factors and their relation with Technophobia Levels The various factors associated with technophobia predispositions are known to be Age, Biological sex vs. Psychological Gender, Early Experience, Social Status, Residence, Religion and Race.

 Earlier studies show that age is related to technophobia as younger the age more is the prevalence with over fifties less anxious than under thirties. But the scenario has changed greatly over the last few decades, with older persons experiencing technophobia more now. Females have been identified to have more phobia regarding technology. However, the changing role of individuals in the society have conflicted with the traditional gender roles leading to more contradicting psychological genders. A study conducted on pre-service teachers shows no significant difference between the female and male participants in their general technophobia predispositions. Early experience with the use of tools related to technology leads to low to moderate technophobia as compared to individuals having no prior experience with technology. Social status is another factor for technophobia as individuals with higher level of education and occupation tend to have lesser tendencies for technophobia. Studies have found that people residing in rural area are more prone to technophobia. The factors for religion and race are also related to technophobia as several groups are said to be technophobic. Amish are against modern technology because of religious conviction, whereas Luddites have a social stance against technology.

Symptoms to Identify Technophobia A technophobe is identified on the basis of some indicators. Clinical studies on technophobia reveal that the individual with this predisposition possesses six basic phobia indicators. These are excessive and baseless fear from information technologies, showing constant anxiety reaction when subjected to these technologies, avoidance from these technologies, otherwise tolerating them with high level of anxiety, the fact that this anxiety or avoidance hinders the academic, professional or social life of the individual or causes stress and that this condition lasts at least for 6 months. Some Physical Symptoms of technophobia are: Breathlessness Dizziness Excessive perspiration Nausea Dry mouth Shaking Heart palpitations Inability to speak or think clearly Becoming angry or losing control Sensation of detachment from reality Full blown anxiety attack Some additional symptoms for technophobia among the teaching community can be observed as follows: Fear of computers and related technologies. Lack of personal interest in computer.

Insufficient knowledge of ICT. Unwilling to attend training classes and workshops on ICT. Slow to learn new technologies. Providing excuses for not attending training sessions. Pleading, "the old way is the best way!" Convincing colleagues that "I have made it this far without technology. Why now?" Resistance to automated processes.

The technophobia predispositions, and hence, the indicators may be present at different levels for different persons. The existence of one or more of the above indicators in an individual in any way and density indicates technophobia.

Causes of Technophobia among the Teaching Community With the integration of technology in the classrooms, education has been simplified and structured, and learning has been facilitated. Technology integration can go beyond basic computer and Internet use, however, and can involve the use of educational technology such as smart boards and digital projectors. There are many ways in which this technological tools can be used by the teacher. But the implementation and utilisation of such technology needs familiarity and understanding on the part of the teachers and administrators. However, this is not the case. Resistance for acquiring knowledge regarding the use of technology can been seen among the teachers and there are several reasons behind it.

1. Replacement phobia: Teachers lacking the use of computers and the integration of technology have developed a phobia that computers will replace them in their job. They feel insecure regarding their jobs when questioned for implementation of technology in their teaching methods. 2. Students attitude: Teachers feel that with the advent of computers and internet, students have gained access to any kind of information as they please. They do not need the help and guidance of the teachers and so, they do not regard teachers as important. They feel that students have lost all respect towards their teachers. 3. Physical threats: Sitting in front of computers for a long time proves to be detrimental to the health of many. It may cause weak eye sight, back pain, headache, and many more health problems. 4. Maintenance: Maintenance of the expensive tools of technology such as digital boards, Smart boards and digital projectors is not an easy job. The teachers have to regularly check the computers which require a lot of labour and time. It proves to be a headache for those who are not well acquainted with such systems. 5. Managing the classrooms: How to manage the class using computers so that effective output can be achieved is again a threat before teacher. The teacher must know the different ways to manage the class so that there should be no wastage of time, discipline can be maintained & students learn the right thing. 6. Latest Knowledge: For proper use of technology in the classroom, the teacher must update himself with the latest knowledge in the field of computers. For this there is a

need to attend additional workshops, seminars and refresher courses. This is another reason for resistance towards technology. 7. Fear of comparison: The teacher may be compared with a computer in terms of speed, accuracy, memory and retention of data. Computer is more powerful than teacher in all the above facts. So, this is a great threat before teacher to perform better or even equal to computers abilities. 8. Development of Programs: A good programming skill is lacked by most teachers which is the preliminary requisite for a teacher to use the computers effectively. The teacher must have the ability to develop the programs according to the requirements to provide an interactive learning experience to the students with the help of technology. All of the above reasons contribute to the development of a sense of fear, and sometimes, hatred towards the increasing usage if technology among the teaching community. Individuals are either unaware of these symptoms, or if aware, are reluctant to admit their phobia.

Overcoming the Technophobia With the integration of technology with education, some teachers embrace this new change in their jobs while others feel understandably anxious. This type of technophobe can be freed from his or her anxiety with the help of support and training. Others with more acute form of technophobia may need therapy and expert consultation. Individuals can overcome the technophobia by themselves. Developing curiosity and researching about the technology they fear most will help them acquaint themselves with it. Referring to user guides and creating a backup system for their files will help reduce their anxiety when trying out any new technology. They must feel relaxed and remember that if anything goes wrong they can always seek the help of experts. Some individuals may need behaviour therapy for the treatment of their technophobia. Group training, Peer-based training and Exposure therapy can be some other alternatives. A study conducted on pre-service teachers show that the technophobia levels of the preservice teachers decrease as their computer experiences and computer related self-efficacy perceptions increase. The study also reveals that the technophobia predispositions decrease as the positive beliefs and thoughts of the pre-service teachers increase. So, it is the responsibility of the administration for concentrated efforts towards enhancing ICT education among teachers and pre-service teachers to address their phobia for instructional use of ICT.

Some guidelines to address the issue of technophobia the teaching community Recognition of the problem is the first step of treatment. Seminars and Workshops should be held to make teaching community aware about this issue.

Technophobia is not a shameful thing. It is not a disease and it is certainly not a reflection on the intellectual capacity of the individual. It can only be treated if it is openly discussed about. Pre-service teachers should be made computer literate. This will reduce the need for in-house training. A forum should be provided to discuss technophobia problems and provide meaningful support. Self-help Groups may be formed where individuals may discuss their problems with each other and mentors should be provided to them. This supervised freedom helps increase their self-efficacy regarding technology. ICT facilities be made available in all institutions for easy access and teachers should be encouraged to use it as an instructional tool. Educating people and creating a techno-friendly environment is necessary.

Conclusion Technophobia is a pervasive phenomenon, and so, is also observed among the teaching community. The technophobia predispositions of the teachers need to be redressed as they influence not only the benefits they derive from technology but also the technology literacy skills of their students. In todays scenario, most teachers resort to technology as a compulsion to retain their jobs. Causes of technophobia among the teachers must be identified and their assistance should be provided by the administration to help them overcome their fears. Also, pre-service teachers should be trained for the use of ICT as an instructional tool. However, the difference between useful and unnecessary technology be recognised, and only the crucial one be adopted. Hence, with the help of collective efforts, any needless apprehensions can be eradicated and better utilisation of technology by the teaching community can be done.

References Ahmad, Suleiman and Usman, Muhammad (2013). Technophobia and Use of ICT Tools in Teaching and Learning: Academic Staff of Nigerian Universities in Focus. Indian Journal of Applied Research, Issue 12, Vol. 3. Bardakci, Alahurt et.al. (2010, Sept. 14-16). Pre-Service Teachers And Technology: Gender, Technology Experience, Beliefs And Predisposition To Technophobia. In: 9th International Internet Education Conference & Exhibition, Cairo. Brosnan, M. (1998). Technophobia: The Psychological Impact of Information Technology. London: Routledge Rosen, L. D. and Weil, M. M., (1995). Computer availability, computer experience and technophobia among public school teachers. Computers in Human Behavior, 11, 1, 931 http://www.4teachers.org/testimony/raisfield/index.shtml

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