The Role of Skepticism in Preparing Teachers for the Use of Technology.

The complexity of technology training for teachers can be partially explained in terms of three phenomena: the historical resistance of teachers to use media, the nature of teaching itself, and the life cycle of technological innovations. Factors that influence teachers' use of technology include: accessibility of hardware and software, administrative expectations and support for the implementation, and adaptability of classroom and work settings. As practical professionals, teachers are often suspicious of new claims and the implementation of new ideas without proof of effectiveness. Teachers tend to adopt a new technology when that technology helps them do what they are. currently doing better; thus, they may be seen as reinforcing the status quo. In addition to a cautious attitude engendered by teaching and the historical and cultural resistance to change, the influx of computer games and the perception of video and film as entertainment illustrate how computer technology can be suspect as a legitimate educational tool. Suggestions for teacher technology training include: provide teachers with numerous opportunities for training and practice; provide administrative support for training and for trying new approaches with technology; acknowledge the professional concerns of teachers and their need for practicality while encouraging risk-taking; and provide post-training follow-up. (ND) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** The Role of Skepticism in Preparing Teachers for the Use ofTechnology Patti R. Albaugh, Ph.D. Otterbein College Address to "Education for Community": A Town and Gown Panel Discussion cr. Westerville, Ohio en January 26, 1997 -zr Speaking to technology groups is like preaching to the choir. Everyone knows the message and believes in it. Speaking to and training teachers about technology is different; some of the audience already believes in the message, but the majority are both skeptical and fearful. In preparing for this discussion, I began to reflect on my own relationship with computers and the consequent mission of preparing other teachers to use this technology. When I was a 4th grade teacher in a small rural central Ohio school district, my principal approached me and some other teachers about attending a Radio Shack© training course for teachers. Mind you, this was in 1981, when Apple© computers and Radio Shack© computers had 24 or 48 K of memory, hooked to your television set, and could use a tape recorder for a tape drive. Although I was one of the more confused members of the training class, which by the way focused on teaching BASIC, there was something intriguing about those machines. When I saw examples of software that kept grades, tutored spelling, and simulated problem solving, I was hooked. Membership in the programming course dropped, but I hung in there and was rewarded by a new Apple IlIe© computer in my classroom. Soon I had my class grades automated that I shared at parent conferences. The parents in that rural community were supportive of computer use; many saw it as a way to manage their farms. But I was disappointed in my colleagues' skeptical reactions. Fortunately I began to listen to their doubts and negative responses and wonder why they were so resistant to the technology by which I felt so empowered. Even after a long journey through graduate school, industrial research, and current travels through college teaching, I still struggle a variety of emotions: the enthusiasm I U.S. DEPARTMENT OF EDUCATION PERMISSION TO REPRODUCE AND Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY O nes document has been reproduced as CNrj% received from the person or organization originating it ,S. ) BEST COPY AVAILABLE ° Minor changes have been made to improve reproduction qualify. Points of view or opmions stated in this docu2 ment do not necessarily represent official 0E1,11 potation of policy. TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) have, and see in others, for the potential of computers in education and the confusion and respect I have for those who are reluctant to adopt computer technology for their classrooms. I have decided, however, that listening to the skeptics keeps the enthusiastic technophiles more honest to the task of making technology serve the education of our children, rather than having education serve the technology. The Nature of Skepticism A dictionary definition and some quotations help identify the nature of skepticism. Skepticism is the position that knowledge is limited and is denoted by a questioning attitude. The Spanish philosopher, Miguel de Unamuno, once said that "The skeptic does not mean him who doubts, but him who investigates or researches. " That seems healthy to me. I especially like Robert Frost's slant on skepticism: "'Skepticisim,' is that anything more than we used to mean when we said, 'Well, what have we here? ' " (Microsoft Bookshelf; 1995). What I first took to be unhealthy skepticism on the part of my colleagues proved to not be skepticism at all, for that would require the person to be open to the chance of other knowledge. Unhealthy skepticism is really fear and the inability to allow for new ideas. It is what George Kelly called "hardening of the categories" (Kelly, 1963). We can effectively resist change to our beliefs. At the school where I taught, I witnessed both skepticism and hardening of the categories. Acknowledging both phenomena helps us understand how we should and could approach the training of teachers to use, wisely use, technology. In serving pre-service and in-service teachers, there is a complex audience of early adopters, skeptics, and resistors (these same categories apply to teacher educators too, which is part of the problem). How do we address this complex audience? The Nature of Teaching and the Impact on Technology Adoption The complexity of technology training for teachers can be partially explained in terms of three phenomena: the historical resistance of teachers to use media, the nature of teaching itself, and the life cycle of technological innovations. Larry Cuban in his study of teachers and their use of media in their classrooms (Cuban, 1989) found that three factors influenced teachers' use of machines: accessibility of hardware and software (is the equipment available and easy to use), implementation of the innovation (is there administrative expectation and support), and classroom and work settings (is the tool versatile and adaptable and does the setting accommodate the tool). Picture in your minds the successful technology using schools that you have seen.how many fit the criteria just mentioned? Picture the non-using schools and you will see the absence of these critical