Technology refusal: Rationalising the failure of student and beginning teachers to use computers

Abstract

Martyn Wild has published in various fields of educational computing research, including, effective models of computer use in pre-and in-service teacher education: the use of interactive multimedia to support cognitive performance; and human-computer interaction. His current research includes investigating multimedia performance support systems for complex tasks, the impact of distributed information systems (Internet and World Wide Web) on literacy in young learners and the quality and type of talk generated by young learners using computers. AbstractResearch findings in the area of information technology in teacher education (ITTE) appear to be consistent, suggesting that information technology (IT) is still significantly under-used by pre-service teachers, particularly on teaching practice, and by beginning teachers. Investigations that have attempted to attribute the reasons for this have largely addressed students' development of attitudes to IT and their relative success in acquiring IT skills and knowledge. This paper takes a different approach and attempts to rationalise the apparent failure of IT education in pre-service courses in terms of the individual. More particularly, it offers a conceptual framework for investigating and analysing the failure of IT education, particularly at pre-service level, suggesting that IT outcomes are likely to be diverse and variable for any one student-teacher population: and that these outcomes need to be considered in the context of individual students' constructions of IT meaning.

WebQuests and collaborative learning in teacher preparation: a Singapore study

“…These teachers also developed positive attitudes toward integrating technology into their teaching practices (Gulbahar, 2008;Wheatley, 2003). Conversely, lack of use and integration of technology in teacher preparation programs can result in technology anxiety of preservice and beginning teachers (Wild, 1996). This study offers teachers opportunities to interact with web resources and use technology through WebQuest activity, which may promote ICT integration in their teaching.…”

Teaching information technology to the ‘computer shy’: a theoretical perspective on a practical problem

“…Thus, for all learners starting to use IT, the functionality of the computer should be emphasised (Igbaria et al, 1994), both in their employment and social lives. The user must gain an individual sense of 'meaning' and 'purpose' that the computer can provide in their lives (Wild, 1996). As Selwyn (1997) needs and purposes they will use a computer for and this should be reflected in the IT skills that they are taught.…”

Effective integration of information and communications technology in teacher education

“…The problem is worldwide and many explanations are offered. Lack of resources or lack of access to resources in schools/initial teacher training (ITT) institutions has been suggested by Veen (1993), Byard (1995), Wild (1996), Dearing (1997) and Taylor (1997). The lack of opportunity to use computers (Blackmore et al, 1992;Dunn & Ridgway, 1991), predominance of other pressures during the early years of teaching (Wild, 1996), and the lack of ICT experience and training at pre-service level (Oliver, 1994;Wild, 1995) have also been implicated as factors leading to low student ICT uptake.…”

“…Lack of resources or lack of access to resources in schools/initial teacher training (ITT) institutions has been suggested by Veen (1993), Byard (1995), Wild (1996), Dearing (1997) and Taylor (1997). The lack of opportunity to use computers (Blackmore et al, 1992;Dunn & Ridgway, 1991), predominance of other pressures during the early years of teaching (Wild, 1996), and the lack of ICT experience and training at pre-service level (Oliver, 1994;Wild, 1995) have also been implicated as factors leading to low student ICT uptake. Other suggestions include the lack of encouragement for students to use ICT by teachers in schools or teacher trainers (Dunn & Ridgway, 1991;Downes, 1993;McDonald, 1993a;Collison & Murray, 1994) and lack of confidence in the computing skills of student teachers and teacher trainers (Chen, 1997).…”