Student resistance to ICT in education

Abstract

The polarisation of views on the introduction of ICT in education makes it hard to get a clear perspective on student attitudes to ICT, particularly in relation to other more traditional teaching modes. While the decision to use ICT may be pedagogically sound, resistance to its acceptance may discourage enthusiastic staff, sour student learning experiences and ultimately reduce institutions' ability to produce graduates who are computer-literate life long learners. This paper reports on a large scale study (n = 1,279) that compared student attitudes to a range of teaching modes, identified differences in attitude associated with demographic variables and examined the effect of student characteristics on such attitudes. Traditional teaching modes were found to be strongly preferred above all others. Technology and student-based teaching modes were the least preferred. Implications for developing collaborative learning communities on-line to promote greater learning autonomy and independent learners are discussed.

Social Network System in Classroom: Antecedents of Edmodo © Adoption

“…Collaborative and independent characteristics of learners are not supported since created activities in Edmodo were not customized for these particular groups. This also conforms to prior studies of Neuhauser (2002), Hunt et al (2002), and Thongmak (2011). Past behaviour is rejected due to the variety and instability of those activities (Ouellette and Wood, 1998 …”

Tablet PCs and reconceptualizing learning with technology: a case study in higher education

“…Diversity of usage implies certain levels of comfort with the technology and ease of use or comfort with computers and technology is assumed to be important for professional success (Bowman and Cujyet, 1999;Tinio, 2003) as well as for successful learning (Murray et al, 2005). Hunt et al (2002) suggest that students who are strongly motivated to learn will succeed regardless of the availability or access to technology. However, these same authors warn that many students may resist a move to a more active, self-directed style of learning with technology, if this mode conflicts with past learning experiences.…”

Mobile-Learning - Thai HE Student Perceptions and Potential Technology Impacts

“…Further, student engagement in m-Learning appears to encourage independent and collaborative learning experiences (Metcalf, 2006); helps learners identify areas where they need ICT support (Vermetten et al, 2002); and helps combat resistance to use of ICT (Hunt et al, 2002). This raises the context for the second research questionWhat technological issues surrounding m-Learning practices would help students learn more effectively?…”