Explicitly or implicitly. Is it only lack of digital competencies or other reasons can influence?
Hello, in order to help you, could you tell us more about this resistance ? Do you know where your affirmation come from (research, surveys, studies...) ? Is it mainly observed in some country, in specific courses, or... ?
Thanks Agnes. This affirmation comes from our research in Ukraine and Georgia, and of course, from the observations. I say "largely", not all. Some teachers are very active in using technology, and trying to learn more. But a significant part quietly resists:) I am curious, perhaps here is hidden psychological barrier connected to loosing control or other fears?..
Recently I've read a book chapter about "transmedia literacy", explaining the need that many teachers have to improve our Internet and social media abilities. The rest of the book showed many interesting experiments on the use of social media in education. I think in a lot of cases is only a matter of not being afraid to take the first step.
thanks for the question. I think it has to do with teachers' cognition and the beliefs that they have about what works in the class. most teachers were taught without the use of technology so unconsciously they follow their teachers' steps. to encourage them integrate technology in the class, you need to train them and show them successful examples.
Sometimes teachers find themselves losing time to prepare for the use of technology, some do not believe that content can be passed on better with the use of technology. Teachers are not sure that they will be 100% able to use technology and are afraid of losing control of the situation
Some of the things that make use of technology a challenge (and potentially causes for resistance) include:
1) Lack of familiarity with the range of technologies available (the solution is to consult with an educational consultant who can expand the teacher's awareness).
2) A fear (often based on observation or experience) that one's pedagogy will have to conform to the perceived limits of the technology (a good consultant can help a person select technologies that lend themselves to supporting the educator's pedagogies).
3) The fact that it takes an expenditure of time to learn to use these technologies. In most cases, the time required to learn these technology has to be taken from other activities: e.g., course prep, personal time, the educator's research program, etc.
4) The perception that the use of some technologies will blur the boundaries between one's work life and one's personal life. NOTE: There is some research from industry that suggests the use of technologies that 'invade' personal time are a major source of work-related stress.
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