Teacher Attitudes to ICT A Personality Perspective

1. Teacher Attitudes to ICTA Personality Perspective Steve Wheeler Faculty of Education

2. What is Attitude? © Steve Wheeler, University of Plymouth, 2006

3. What is Attitude? A state of mind or a feeling A disposition An inclination A tendency © Steve Wheeler, University of Plymouth, 2006

4. How Can Attitudes be Measured? © Steve Wheeler, University of Plymouth, 2006 Finally an e-mail which goes….!

5. Teacher Perceptions of ICT • While the majority of teachers (92% primary and 92% secondary) are interested in developing their ICT skills and knowledge, many non-computing teachers feel overwhelmed by developments. © Steve Wheeler, University of Plymouth, 2006 Source: http://www.scotland.gov.uk/library/ict/append-section5.htm

6. Teacher Perceptions of ICT • They worry about the pace of developments, feel they cannot cope with the jargon associated with computers, and generally worry about their own lack of skills and knowledge compared to that of their own pupils. © Steve Wheeler, University of Plymouth, 2006 Source: http://www.scotland.gov.uk/library/ict/append-section5.htm

7. Secondary vs. Primary • Secondary teachers seem more comfortable with ICT and are more inclined to find it helpful in a variety of planning and management tasks. On the other hand, they are less convinced than primary teachers about the benefits to pupils. © Steve Wheeler, University of Plymouth, 2006 Source: http://www.scotland.gov.uk/library/ict/append-section5.htm

8. Barriers to Using ICT Losing control of the learning • The majority of teachers first priority is to maintain order in the classroom and to have a controlled learning environment. Any suggestion of adopting very innovative teaching techniques such as using ICT is therefore seen as threatening this orderly pattern and therefore not desirable. There is a genuine fear amongst many teachers about ICT and scepticism of its value to their pupils (Cox, Preston & Cox, 2000) © Steve Wheeler, University of Plymouth, 2006 Source: http://www.leeds.ac.uk/educol/documents/00001304.htm

9. Barriers to Using ICT Inadequate resources • Even if the above problems are overcome there is often a difficulty for teachers who have had some training to be able to use ICT because there are insufficient ICT resources in the school or there is not enough time to review then and plan lessons incorporating their use. (Cox, Preston & Cox, 2000) © Steve Wheeler, University of Plymouth, 2006 Source: http://www.leeds.ac.uk/educol/documents/00001304.htm

10. Question: What will increase teachers’ confidence in the use of ICT? © Steve Wheeler, University of Plymouth, 2006

11. Confidence in ICT Use • Need for development of the necessary skills at all ages, in all parts of society, to use and participate in ICT effectively. • Such skills include functional and digital literacy, and the ability to be involved in creating and accessing content, as well as the ability to participate in an interactive electronic environment. • Confidence also encompasses creating trust, safety and security in the use of ICT. © Steve Wheeler, University of Plymouth, 2006 Source: www.digitalstrategy.govt.nz

12. Attitudes may be linked to Personality Type © Steve Wheeler, University of Plymouth, 2006

13. Which one are you? © Steve Wheeler, University of Plymouth, 2006

14. Which one are you? © Steve Wheeler, University of Plymouth, 2006

15. Personality Type Indicator (Myers-Briggs) • Introvert/ Extravert: the data that is important; characteristic relationship to outer or inner world; describes direction of energy flow • introvert- concerned with inner facts/ experience/ reality • extravert- concerned with outer world • Sensing/ Intuitive: perception; the mode of processing information; • sensing- based on sensory data- sight/ hearing/ taste • intuiting- based on grasping wholes, interrelationships, "hunches" © Steve Wheeler, University of Plymouth, 2006 Source: home.att.net/~revdak/ spir243/images/eysenck.gif

16. Personality Type Indicator (Myers-Briggs) • Thinking/Feeling: valuing and judgement • Thinking- measures information in relation to logic • Feeling-- measured in relation to people and relationships (not the same as emotion; Jung considered this a rational function) • Judging/Perceiving: preferred relationship to the outer world • Judging- needing closure, completion, decision • Perceiving- looking for new information; keeping the question open © Steve Wheeler, University of Plymouth, 2006 Source: home.att.net/~revdak/ spir243/images/eysenck.gif

17. Personality Type Indicator (Myers-Briggs) Extroversion Introversion Sensing Intuition Thinking Feeling Judging Perceiving © Steve Wheeler, University of Plymouth, 2006

18. Personality Type Indicator (Myers-Briggs) Extroversion Introversion Sensing Intuition Thinking Feeling Judging Perceiving © Steve Wheeler, University of Plymouth, 2006

19. Activity • Have a look at the Children’s Computer Attitude Questionnaire (CAQ) • In pairs discuss what you think the CAQ is trying to find out – how is it presented and what is it designed to do? • Time 20 minutes © Steve Wheeler, University of Plymouth, 2006

20. Teachers’ Attitudes Toward Information Technology Questionnaire (TAT) To me e-mail is: Important unimportant Boring interesting Relevant irrelevant Exciting unexciting Appealing unappealing Fascinating mundane Worthless valuable Involving uninvolving Not needed needed © Steve Wheeler, University of Plymouth, 2006

21. Teachers’ Attitudes Toward Information Technology Questionnaire (TAT) In one study…. Introverted teachers (quiet, friendly) prefer to use multimedia in the classroom. Judging types did not value having computers in the classroom as highly as perceiving types. © Steve Wheeler, University of Plymouth, 2006 Source: Christophel et al, (1998) www.tcet.unt.edu/pubs/studies/personty.htm

22. Technology Acceptance © Steve Wheeler, University of Plymouth, 2006 Technology Acceptance Model (Davis, Bagozzi and Warshaw, 1989)

23. Belief Congruence (Ajzen) • Contextual factors can influence beliefs, affecting attitudes and behaviour. • Research based on the principle of belief congruence explores the extent to which the beliefs accessible in the context of attitude assessment are compatible with the beliefs that are accessible in the behavioural context. © Steve Wheeler, University of Plymouth, 2006 Source: http://www-unix.oit.umass.edu/~aizen/research.html

24. Planned Behaviour Theory (Ajzen & Fishbein) © Steve Wheeler, University of Plymouth, 2006 Source: http://www-unix.oit.umass.edu/~aizen/tpb.diag.html

25. Steve WheelerFaculty of Education The important thing in life is how you see yourself © Steve Wheeler, University of Plymouth, 2006