Michelle M. Weil

Computer Availability, Computer Experience and Technophobia among Public School Teachers

Since Time named the microcomputer their “Man of the Year” in 1983 there has been a continued drive for public school teachers to become computer literate. A nationwide study concluded that although teachers have increased computer availability in their classrooms, they are not integrating computers into the standard curricula. The present study examined “technophobia” as an explanation for low levels of computer utilization. Elementary teachers (N = 171), secondary science teachers (N - 117), and secondary humanities teachers (N = 200) in 54 schools across five urban school districts completed three measures of technophobia and a measure of demographic characteristics, computer/technology experience, computer availability, and current computer use. Results indicated that: (1) computers are available at all schools, but are not being used by many teachers; (2) many teachers are technophobic, particularly elementary teachers and secondary humanities teachers; (3) teachers are most worried about dealing with the actual computer machinery in their classroom, about computer errors, and about learning to use computers; and (4) predictive models showed that although computer experience is the most prominent predictor of technophobia, it is not the only predictor — age, gender, teaching experience, computer availability, ethnicity, and school socioeconomic status also play an important role in predicting technophobia. Implications of these results are discussed in terms of the long-term effects that technophobic teachers will have on their current and future students.

Computer anxiety: A cross-cultural comparison of university students in ten countries

Abstract This study compared the construct of computer anxiety in university students across ten countries. A factor analysis of the Computer Anxiety Rating Scale (CARS) produced a three-factor model of computer anxiety (Interactive Computer Learning Anxiety, Consumer Technology Anxiety, and Observational Computer Learning Anxiety) for students in seven universities across the United States. The factor structures from students in nine countries (Australia, Czechoslovakia, Germany, Hungary, Israel, Italy, Japan, Spain, and Yugoslavia) were examined using Confirmatory Factor Analytic procedures. Each countrys factor structure was first compared to the United States three-factor model and then modified to provide the best possible three-factor model of computer anxiety for each country. Results indicated that each country possessed a unique culture-dependent model of computer anxiety. For two countries (United States and Australia), Interactive Computer Learning Anxiety included learning to operate a computer plus encountering computer problems. For the eight other countries, Interactive Computer Learning Anxiety captured only the aspect of learning to operate and program computers while a separate Computer Victimization factor dealt with anxiety surrounding computer problems. The Observational Computer Learning Anxiety and the Consumer Technology Anxiety factors also differed between countries. Similarities and differences in the factor structures are discussed in light of cultural characteristics, computer education, and computer software and hardware.

The Computerphobia Reduction Program: Year 1. Program development and preliminary results

The program development and first-year results of a 3-year U.S. Department of Education Fund for the Improvement of Postsecondary Education (FIPSE) grant are described. The identification of computerphobics and the types of discomfort they experience are defined. A clinically based 5-week model computerphobia reduction and skills-acquisition program is presented. Screening and assessment measures are outlined and three treatment modules—two individual treatments (systematic desensitization and thought stopping) and an information/support group—are described. The first-year results demonstrate significant pretreatment-to-posttreatment change in anxiety, attitudes, cognitions, and feelings. Plans are discussed for further evaluation and program expansion.