Strategies
Teaching/Learning
In order to acquire more positive attitudes towards the new technologies
and to lessen or eliminate computer anxiety, several strategies are suggested
in the areas of teaching and learning, computer equipment and management,
and in help or technical support available to the computer user. Because
the responsibility for implementing new technologies most often falls in
the area of education, efforts are being made to implement successful teaching
and learning strategies and to address the issue of computer anxiety. In
a paper presented at the Annual Conference of the Association for Educational
Communications and Technology, Piña notes the importance of addressing
the issue of CA: "If we do not address the issue of computer anxiety
and lack of computer confidence at the beginning, all of our other efforts
to implement a technology integration plan will be in jeopardy" (Piña,
1994, p. 1). It is further noted that "Technology integration programs
that do not address the issue of alleviating computer anxiety and increasing
teacher confidence in using computers, may face a great stumbling block
in either overt or covert resistance from teachers. The teachers' preservice
training can play a crucial role in developing positive teacher attitudes
toward technology" (Piña, 1994, p. 4). The technophobic teacher
is sending a message to the students that computers are scary or difficult
to learn. "Through action or inaction, this teacher is helping to create
the next generation of technophobes" (Rosen, 1995, p. 28). As computer
technology continues in its growth, more pressure is exerted on everyone
to interact with computers, and address the issue of computer anxiety within
the educational technology training. Many states are now requiring that
teachers receive technology training as part of their initial certification,
recognizing that positive attitudes on the part of teachers and administrators
toward computers is important to the successful implementation of technology
in the classroom. Technology training at the University of Tennessee, as
noted in the Fall 1996 Instructional Technology Standards (Doak, 1995) have
outlined the following (summarized) requirements for teachers:
- Ability to integrate instructional technology into the classroom to
facilitate interdisciplinary teaching and learning.
- Ability to manage different learning strategies and develop higher
level thinking skills using various instructional technology tools.
- Understanding of types, characteristics, sources and use of quality
instructional software and other technology-based learning resources.
- Understanding of software purchasing agreements and software copyright
laws and the need to plan for legal usage; understanding of virus protection
of software and policies for acceptable use of the communication capabilities
of computer technology.
- Understanding of basic computer hardware configurations, terminology,
peripheral connectivity, telecommunications, and networking technology
and concepts.
- Ability to perform basic operating system tasks, software function,
and minor troubleshooting on the most current and available operating systems
and components of computer technology.
- Ability to work with software program menus, to open and close application
programs; load and install programs, create, find and manage files for
computer technology; create and edit documents; create and use a database;
create and use a spreadsheet; transfer data of information originated on
one software package to another using computer technology; utilize a software
presentation package to create presentations for use on a computer technology
projection system.
- Ability to use a modem for communication and access to the Internet
with computer technology; knowledge of the uses of audio, video and optical
technology for capturing and incorporating information and data for computer
technology.
Technology integration programs in preservice training which address
the issues of alleviating computer anxiety and increasing teacher confidence
will better prepare teachers for sharing the technology with their students.
Banks and Havice note that "those who teach computer usage in non-computer
courses must be secure in their own use of the technology" and that
"subject matter and computer use lessons must support one another"
(Banks, 1989, p. 22). They also note that "it may take a few times
through the process before an efficient instructional method evolves. It
is very important, when teaching the skills, to keep detailed notes of what
problems occur and ways to overcome them" (Banks, 1989, p. 25). If
teachers themselves can demonstrate ability and confidence with this new
technology, students will experience less computer anxiety in learning about
technology. "Children must be taught about technology by adults who
are comfortable with the technology and confident in their technological
skills. After the parents, the adults who have the most impact on children
are their teachers" (Rosen, 1995, p. 27). If teachers (who are role
models) are not using computer technology with their students because of
their own lack of confidence, then they are helping to create the next generation
of technophobes. In order for teachers to create a technology friendly learning
environment for students, Fajou suggests problem solving methods as a more
significant learning method. The ability to recall knowledge is greater
when the student implements the knowledge with problem solving techniques.
An example would be "students learning about the World Wide Web from
texts or teachers as opposed to learning about it by using it and experiencing
its capabilities (Fajou,
para. 6).
The computer friendly learning environment is further enhanced by designing
learning activities that will insure a high degree of initial success. Grouping
students who have the same level of computer knowledge or skills and creating
a cooperative learning environment by having them work in pairs so that
they can help each other with the task at hand may go a long way in reducing
anxiety. Patience, cheerfulness and positive attitude on the part of the
teacher are highly praised attributes in providing a stress-free environment
for the student. Students should be encouraged to think for themselves in
trying to solve a problem before succumbing to panic. Assistance should
be in the form of instructing the student on how to complete the task rather
than performing the task for them. The teacher should remember that the
student is starting from ground zero and should not assume that an explanation
is so simple that it can easily be interpreted only one way by the student.
What the teacher considers to be very fundamental may be interpreted differently
by the student. Following are some specific suggestions in creating a non-threatening
learning environment aimed at reducing computer anxiety:
- Open Labs: Computer labs should be "open" in format,
which means that teaching should be done in the classroom before interaction
with the computer occurs, with the lab used for students to work at their
own pace on the class assignment. Contrary to the open lab approach, "the
'command-response' method of having the instructor give computer commands
and requiring the entire class to respond with the PC is particularly ineffective
with adult learners" (Lantis, 1994, p. 84). The "command-response"
method requires the entire class to proceed at the same pace, obeying commands
without really understanding why, and should a student fall behind, because
of a computer glitch or for whatever reason, frustration ensues and, unlike
other types of classes, it is very difficult to "catch up". The
"open lab" approach allows the student to pay full attention
to the teacher's instructions and take notes if necessary, whereas in the
command-response method, the student must (a) look at the teacher and listen
to instructions, (b) take notes in order to remember instructions, (3)
put the note-taking pencil down, (4) look at the computer monitor, (5)
look at and/or type on the keyboard, (6) follow teacher's commands, (7)
pick up the note-taking pencil and start all over aagain . . . all at the
same time! Even a few seconds of having to keep up with the command approach
can be frustrating to the computer anxious; panic soon follows and any
learning completely shuts down.
- Teacher/Student Ratio: "Some researchers stress adamantly
that when the main goal is to teach basic skills on the computer, it is
necessary to instruct on a 1:1 teacher/student ratio basis" (Cole,
1995, p.30). This ratio allows the student to dictate the pace of the learning
in a stress-free environment and may be suitable for training teachers
to use computers, but not feasible in the larger classroom. Class sizes
should be small, however, and if possible, include the services of a knowledgeable
assistant to provide needed help during the lab portion of the open lab
classroom where students can get one-on-one help or instruction from either
the teacher or the teacher's assistant.
- Language: Understanding computer terminology can be intimidating
for the novice who may not know the difference between a mouse and a modem,
RAM from ROM or a byte from a gigabyte. Terms need to be explained and
translated into understandable English.
- Buddy system: The system of pairing students is especially helpful
in learning about computers and in reducing the stress associated with
learning. Surveying students ahead of time to find out their level of experience
or anxiety allows the teacher to pair students with similar experiences
together or perhaps pair a student with slightly more experience with one
having less experience so that students can get needed help without feeling
intimidated.
- Angel: Everybody needs an angel, friend, relative, mentor, colleague,
co-worker, classmate or computer consultant to call on outside of the learning
environment when a computer problem arises. Often the problem encountered
can be resolved quickly and save much unnecessary stress. The computer
consultant charges for services and so it is best to first try finding
your own special "angel" with whom to consult. And someday, you
may be an angel for somebody else.
- Supplementary Instructions: Along with the teacher's explanations
during the instruction portion of the class, students' notes and the one-on-one
help given during the lab portion of the lesson, it is extremely helpful
to provide easy-to-understand (translated from "technobabble")
instructions for the student which briefly outline steps taken in the progression
of the computer assignment. It allows the student to have an available
reference guide to refer to in the event students' notes are incomplete
as well as a "security blanket" to retrieve for help outside
of class if necessary.
- Be Nice!: Researchers stress the importance of having a positive
attitude towards computers and towards the computer learning/teaching.
Students will have much more confidence themselves and be more likely to
develop positive attitudes towards computers if the teacher exhibits a
calm, friendly, helpful attitude in a stress-free environment. Showing
empathy for the position the student is in, is another positive trait for
the trainer to have. Important as well, is keeping in mind that we all
were at the same starting point at some time or other in our computer experiences.
To the computer anxious, especially the older learner who asks for help,
a comment by the "help person" such as "Now, I told you
that already, you should know that!" does not do much to relieve computer
anxiety and only serves to frustrate and embarrass the questioner. In addition
to empathy and a positive attitude, humor may also help in lowering the
stress level of the computer environment. "To reduce tension inject
humor, whenever possible, into a session and get the students to relax"
(Craig, 1993, p. 320). Taking away the fears associated with learning computers
can go a long way towards providing a stress-free environment for learning.