Teacher’s Technophobia towards Computer Aided instruction and Experience Learning of Students: A Comparative Study

Web based teaching has not only changed the role of teachers in classroom but has also provided them with a large number of software and websites which can be utilized for educational purpose PowerPoint, MS Word and Excel are among the most commonly used software packages in schools. The information society requires the use of technology enhanced learning and teaching at different levels. The concepts of web based teaching are combination, implementation and relationship of the activities for learning and teaching via different types of electronic media. Teachers and instructors are not at risk of being replaced by computers, but with advent of web based and the development of a knowledge-based society, their role needs to be redefined. Teachers are no longer dispensers of knowledge but rather proactive facilitators who promote collaborative knowledge building and guide students to learn in a variety of environments, to navigate within and process a multitude of information resources, and to use these resources in solving problems and making decisions on their own. Technophobia is the fear or dislike of advanced technology or complex devices, especially computers. The term is generally used in the sense of an irrational fear, but others contend fears are justified. As technologies become increasingly complex and difficult to understand, people are more likely to harbor anxieties relating to their use of modern technologies. Present study intended to find technophobia among teachers of private aided and non-aided schools. Non-technophobic teachers of secondary and senior secondary classes have positive attitude towards web based learning of the students in comparison to technophobic teachers of same level. Also male teachers are less technophobic as compared to female teachers. Computers can be used to deliver instruction effectively and efficiently .Computer managed instruction programmes are designed to administer diagnostic tests, score them, prescribe remediation, monitor process, and keep records of student achievement. Computers can be used as enabling tools for all students including students with special needs. Coffin (1994) found that teachers’ negative cognition and attitude towards computers may accompany feelings of anxiety. Brosnam (1998) found that teachers with relatively strong constructivist beliefs who have strong traditional beliefs report a higher frequency of computer use. Ramganesh (2008) results supported that teachers’ internet self-efficacy and beliefs about web-based learning were important predictors of their attitudes towards web-based professional development.