ABSTRACT: Computer anxiety is one of the greatest inhibitors to teachers learning to use technology. Gerard and Sleeth (1996) argue that it is one of the biggest challenges facing trainers of technology today. Thus, innovative methods of training must be developed to reduce teacher anxiety toward computers. One such training method involves digital storytelling, a process by which teachers use computers to create and tell personal stories. This paper describes the effect of one-day training in digital storytelling on teachers’ anxiety toward computers.
Introduction
The push for a computer literate society began in the United States twentythree years ago with the report, A Nation at Risk (1983), identifying computer literacy as the fifth basic skill. Since then, sweeping technological advances have transformed the way in which Americans live, work, shop, govern, conduct business and communicate. In a few years, the United States has become part of a global economy, a world that Friedman (2005) calls flat. This globalization occurred rapidly at the turn of the century when millions of dollars were invested to ensure global broadband connectivity. At the same time, computers became cheaper and more available worldwide; technologies such as email, search engines and other proprietary software allowed work to be outsourced or remotely developed. In less than a decade, at the beginning of the new millennium, a technological platform was created in which intellectual capital could be “disaggregated, delivered, distributed, produced and put back together again” (Friedman, 2005, p. 9) from virtually anywhere in the world. Concomitant to this were changes in the “kinds of educational opportunities required for students to succeed in this new knowledge environment” (Norton & Wiburg, 2003, p. 2).
To be competitive in the 21st century workforce, students must master and apply new technologies in almost every field of human endeavor (U.S. Department of Education, 2004). The responsibility for adequately preparing young people for the challenges they will face in this new Information Age rests with the schools of today. Yet, investment in hardware without adequate training in its use, found technology not transforming education, “but shoved into a corner to gather dust” (U.S. Department of Education, 2004, p. 10). Even when training was provided, many teachers continued to resist using technology in the classroom. Research suggests that anxiety about using computers, also known as technophobia, is a contributing factor to teacher resistance in using technology (Okojei & Olinzock, 2006; Rosen & Weil, 1992, 1995; Woodrow, 1991, 1992). Indeed, it is estimated that from one-third to two-thirds of teachers avoid using computers due to anxiety toward computers and technology (Rosen & Weil, 1992; Hogan, 1994; Donoho, 1994). Yet, Title II, Part D, Section 2401 Enhancing Education through Technology of the No Child Left Behind Act of 2001 includes mandates for teachers as well as students to be technologically literate by December 31, 2006. One of the challenges has become meeting the training needs of teachers who did not grow up with technology, an entire generation who needs “to learn new tools, new approaches, and new skills” (Tapscott, 1998, p. 137).
Yet, traditional training methods, such as workshops to learn software applications, have not been effective in increasing teachers’ usage of technology in the classroom (U.S. Department of Education, 2004). Thus, it is critical that innovative methods of training teachers be developed to reduce teacher anxiety toward computers. One such innovative training method involves digital storytelling, in which teachers use computer technologies to create and tell personal stories.