Technology has been infused in the Philippine classroom for more than a decade since the Computerization Program under former President Fidel V. Ramos. Studies have focused on potential effects of ICTS, revision of curriculum to incorporate ICTs, and reporting of best practices on use of ICTs in the classroom. However, little is known on how ICTs are affecting the supposedly primary movers of this technology--the teachers.
This study examined resistance to technology among teachers and strategies that academic institutions employ in managing computer resistance. The study was done in three phases. In phase one, a survey of 353 teachers was conducted to determine incidence of technophobia. One out of four teachers reported scores that would classify them as technophobic. However, technophobia was mostly in terms of affect rather than cognition. In the second phase, a survey of 145 teachers from universities was conducted to measure attitude of teachers towards online learning and teaching technologies (e-learning). Results showed that the attitude towards e-learning could be viewed at the cognitive level, focusing on the presence of technology and its perceived functionality over that of affect, which focuses on perceived difficulty of use. Finally, in phase three, phone interviews were conducted among 168 IT managers/personnel of academic institutions to examine the perceived sources of resistance and strategies taken to manage resistance. The top three sources of resistance were lack of skill, fear of technology, and perceived difficulty in using the technology. Training and information dissemination were the common strategies undertaken to manage resistance.
The results highlight the importance of addressing computer resistance using a systems perspective.