5_04

Technophobia
Competency 5.04
Kristin Hokanson

Although it is difficult in today’s world to imagine a day without technology. Most folks begin their day with beepers, pagers, cell phones and email. We have remote controls for our TV, VCRS and car doors. For others, these things are not only unnecessary, but cause a certain level of discomfort. Technophobia is the fear, or intense dislike, of modern technology. While most people, readily embrace new technologies, "technophobics", held back by extreme apprehension, tend to put off implementing new technology as long as possible. Strange as it seems, this phobia is a widespread condition caused several things. The first source of fear is a lack of understanding, both of how modern technology works and how it can have a positive impact on everyday life. Technophobes may be afraid of breaking what they are using or doing something wrong and looking stupid. Another source of fear is simply the fear of change. Teachers are used to a paper environment and with e-mail, voice mail and student information systems becoming more prevalent change is inevitable but it often leaves teachers feeling out of control. The loss of control and understanding of “how things work” often lead to fear and avoidance.

Approximately 30 to 40% of the population is technophobic, while a significant additional percentage hold some degree of the phobia. [Orr] The fear is not age-specific, in that it affects a range of people from students to middle age and older adults. Today children are growing up in a rapidly changing technological world. For most students, technology is a part of their lives and they are comfortable with it. However, with the changing face of literacy and research, many students in a library or research setting are experiencing some levels of technophobia commonly referred to as technostress. .

Technophobes can be characterized in several ways. Orr discusses three levels of technophobia: anxious technophobes, cognitive technophobes, and uncomfortable users. Anxious technophobe are the most extreme and often exhibit signs of an anxiety when using technology including sweaty palms, heart palpitations, headaches. The cognitive technophobe is one who appears able but internally seethes with negative messages and feelings of inadequacy. The uncomfortable user may be slightly anxious or use some negative statements, but generally capable of completing tasks on their own and is not in need of intervention. (Orr)

The first step in moving technophobes forward is understanding as to where their specific aversion lies and addressing their concerns on an individual level. Using a model such as CBAM can be a useful tool in identifying skills and attitudes of the individuals. Understanding the characteristics of the three types of technophobes (cognitive, anxious and uncomfortable user) can assist in identifying strategies for teaching these people effectively in a technology environment. There are some general tips that will improve the effectiveness of training technophobes in technology. The greatest thing that one can do is to build a support team of mentors or coaches who are patient, understanding, and non-judgmental who allowed them to learn at their own pace. It is important for the mentor to listen to their needs carefully and create applications that are relevant for the learner. The next step is to walk the reluctant user through the process rather doing it for them, can plan and model a lesson using technology, provide support with classroom management issues, and give ideas of assessment.
In addition to providing a mentor, when creating training opportunities it is important to keep the following in mind:

• Think about where your trainees are on the spectrum and plan relevant activities based on that.

• Demonstrate applications that will be useful immediately, explain the possible benefits, and give them time to apply what is learned.

• Provide time to explore: guided and alone and follow up with any traiing

• Let them “do.” Don’t take over the mouse or keyboard. They learn and become more comfortable with hands-on practice.

• Create a library of resources with examples of lessons and support material.

• Forget the jargon. Too often people are frightened by the terms not the action.

• Don’t be afraid to make mistakes or admit that you don’t know something…it helps to learn together.

• Relate technology activities to other activities that they are familiar with, i.e. your H: is like your file cabinet; the first level folder (ie math) is like the cabinet drawer and a file folder is like a manila folder, etc...

• Pair them with a buddy for support.

It is important to recognize that no matter how supportive you are, there comes a point in time where it is do or die. Even with a mentor the technophobe needs to come to ther realization that they will have to use computers in order to do their jobs. Pushing past the fear is always easier after having gone through the process

References

Ariza, E. N., Knee, R. H., & Ridge, M. L. (2000). Uniting Teachers to Embrace 21st Century Technology. T H E Journal (Technological Horizons In Education), 27(10), 22. Retrieved February 17, 2007, from Questia database: http://www.questia.com/PM.qst?a=o&d=5001228275

Bray, B. (2003, April 1). Resistant Teachers: A Challenge for Staff Developers.
techLearning. Retrieved February 18, 2007, from
http://www.techlearning.com/db_area/archives/WCE/archives/resistbb.php

Gupta, U.G. (2001). Technophobia is Conquerable! As posted in the February 23, 2001 issue of Student Affairs Online, 2 (Winter). Accessed February 19, 2007 from URL http://www.studentaffairs.com/ejournal/Winter_2001/technophobia.html.

Lam, Y. (2000, March). Technophilia vs. Technophobia: A Preliminary Look at Why Second-Language Teachers Do or Do Not Use Technology in Their Classrooms. Canadian Modern Language Review, Volume 56(No. 3). Retrieved February 17, 2007, from http://www.utpjournals.com/product/cmlr/563/563-Lam.html

Lousig-Nont, G. M. (1997). Top 10 Excuses for Ignoring the Internet. USA Today (Society for the Advancement of Education), 125, 58+. Retrieved February 17, 2007, from URL: http://findarticles.com/p/articles/mi_m1272/is_n2620_v125/ai_19029238

Man vs. Machine; Advancing Technology Feeds Fears about Control. (2004, July 15). The Washington Times, p. B01. Retrieved February 17, 2007, from Questia database: http://www.questia.com/PM.qst?a=o&d=5006294079

Orr, L.V. Computer Anxiety. Accessed February 10, 2007 from URL http://www.usm.maine.edu/~com/lindap~1.htm.