Technophilia vs Technophobia: A preliminary look at why second-language teachers do or do not use technology in their classrooms

Yvonne Lam

Canadian Modern Language Review, Vol. 56, No. 3

Technology is definitely a hot topic in many fields of education and the second language context is not exception. This article focuses on technology from the point of view of the teacher. It asks the questions- "Is it really a question of fear of technology ("technophobia") that keeps teachers from using technology?" It explores reasons teachers decided to use of not use technology and factors which influenced these decisions.

This author examines how teachers are responding to the increasingly technologically advanced institutions ("technophilic"). Ten language teachers from a wide range of backgrounds were asked to participate in this study. Results of the inquiries were analyzed and four main categories emerged- perceptions of technology, reasons for using technology, reasons for not using computers, and factors influencing decisions to use or not use technology.

Technology was perceived by most teachers as a tool that may have some potential in terms of enhancing or simplifying a tasks but not all saw it as a useful or necessary tool in their particular teaching context. Some did feel it could provide a supportive role in the classroom but definitely did not replace the teacher.

Those who used technology did so for a variety of reasons including motivating students, providing additional sources of information, providing authentic contexts for language and adding variety to their teaching. Those who did not use computers sited a lack of knowledge as the primary reason. More specifically, many teachers did not know how using computers could relate to language teaching. Others suggested a lack of access or lack of confidence as reasons for avoiding computer use.

This author also investigated the factors that influenced a teacher’s decision to use technology. Not surprisingly, an availability of effective in-service workshops related to integrating technology in the classroom was an important factor. Attitudes of those in positions of authority also played a role. Support by administration of teachers initiatives to use computers use by administration was sited as having a positive effect on technology use as was an availability of financial resources.

Teachers also mentioned that factors such as time (not having enough time to search for appropriate technology-related materials) and language level (finding authentic materials such as videos, audio-tapes or software with appropriate language levels for their students) as being influential to their decision to use technology. Parental attitudes were also sited a having an effect as some parents feel that technology is a necessary part of today’s education.

Some findings of this study are similar to previous studies- for example, one reason teachers are using technology is that it motivates students. It also brings out some new points worth further consideration. For example, the finding that some teachers are having difficulty making links between technology and language learning is a significant one. Also, the fact that some teachers may be having some difficulty using the authentic resources available through technology (e.g., videos, software, audio tapes) needs to be considered. It is also important to note that the lack of proper professional development and administrative support are important factors in influencing a teacher’s decision to use technology.

This study concludes that it is "unfair to brand teachers as technophobic" and that it is a lack of knowledge and support rather than fear that prevents teachers from effectively integrating technology into their second language curriculum. In fact, one of the implications is that teachers need more than a "how-to" lesson on technology, they need effective professional development to allow them to explore ways to use technology in their classrooms. It is also suggested that teachers need to be directly involved in the implementing of new technology so that they do not feel they are being forced to "create a need" for technology in their classrooms. The needs of teachers and students need to be taken into careful consideration in order for technology to meet its potential in the classroom context. Also giving teachers time and resources to help them to be effective users of technology is a necessary part of effective implementation.

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