Technophobia in the Use of ICT among Secondary School Teachers: An Investigation

2025-12-11T09:02:40+00:00

Based on the findings, it can be concluded that teachers in secondary schools exhibit the highest level of technophobia towards the use of ICT, primarily due to their anxiety about using technology in the classroom. This fear stems from their lack of familiarity with digital tools and a strong belief that technology cannot replace the role of a teacher in education. In addition to their anxiety, teachers also display significant technophobia towards the use of ICT, particularly concerning their beliefs about the impact of technology in the classroom. Many teachers have developed an aversion to ICT tools, fearing that their use may lead to job reductions or health issues. This fear has led to a higher level of resistance to integrating ICT into their teaching practices. Finally, teachers also express considerable technophobia regarding their access to ICT tools. The lack of access to necessary technology, such as computers, internet facilities, and other devices, contributes to negative feelings toward its use in the classroom. When teachers do not have adequate access to these resources, they feel unable to incorporate technology into their teaching effectively, further increasing their technophobia. This lack of access reinforces their resistance to using ICT tools in secondary schools.

This study explores the technophobia exhibited by teachers towards the use of Information and Communication Technology (ICT) in secondary schools, specifically focusing on those with high acceptance scores (80% and above) across various dimensions of technophobia. The research examines the profile of teachers who demonstrate technophobic tendencies, analysing their attitudes, beliefs, and experiences regarding the integration of ICT into the educational environment. By identifying patterns within these teachers' responses and categorising them according to different components of technophobia, the study provides insight into the underlying factors that contribute to resistance to ICT adoption. The findings highlight critical areas for intervention, offering recommendations for addressing and overcoming technophobia in secondary school educators to enhance ICT integration in teaching practices.

This study investigates the technophobia among secondary school teachers towards the use of Information and Communication Technology (ICT), focusing on high acceptance scores (80% and above) in various dimensions of technophobia. The research addresses three key aspects: teachers' anxiety towards ICT, their access to ICT tools, and their beliefs regarding the use of these tools in education. Regarding anxiety, the study finds that teachers are generally fearful of using technology in the classroom, struggle with computer terminology, and feel nervous about making digital transactions or using bank ATMs. Additionally, teachers express the belief that modern technologies cannot replace a teacher in the classroom. On the dimension of ICT tool access, the findings indicate that teachers lack essential ICT resources, such as computers and internet access in their schools. Furthermore, teachers report that they did not receive sufficient training on ICT use during their teacher education programs. Finally, teachers' beliefs about ICT tools reveal that they find them difficult to use, fear that computers are replacing jobs, believe there is too much emphasis on computer education in society, and are concerned about potential future health problems due to prolonged computer use. These insights provide a comprehensive profile of teachers' technophobic tendencies, highlighting areas where intervention is needed to improve ICT adoption and integration in secondary schools.