Reducing techno-anxiety in high school teachers by improving their ICT problem-solving skills

ABSTRACT

Teachers need to continuously update their information and communication technologies (ICT) knowledge, but they are usually not trained to deal with the problems arising from their use. In fact, studies in the literature report techno-anxiety (i.e. unpleasant physiological activation and discomfort due to present or future use of ICT) in teachers. Thus, the goal of this action research is to study if teachers’ techno-anxiety can be reduced by increasing their ability to solve technological problems. An inter-subject experiment has been carried out with 46 teachers. High school teachers were chosen because they are digital immigrants, while at the moment of this research their students are digital natives (born around year 2000). Since we could not find any specific training for teachers to increase their resolution skills of technological problems, in order to apply the treatment for our study, we have designed and deployed an online course about ICT problem-solving skills based on the 70/20/10 model for learning and development. Results show the success of the course when it comes to increasing the ICT problem-solving skills and to reducing techno-anxiety.

KEYWORDS:

• Techno-anxiety
• computer anxiety
• teachers
• problem-solving skills
• affective computing

Disclosure statement

No potential conflict of interest was reported by the authors.

ORCiD

Olga Revilla Muñoz http://orcid.org/0000-0001-8605-2861

Olga C. Santos http://orcid.org/0000-0002-9281-4209

Notes

1. According to the Innovation Diffusion Theory (Rogers 1962).