A Study of Technophobia in The Use of ICT Among Secondary School Teachers in Vizianagaram District of Andhra Pradesh

Abstract

This study explores the widespread problem of technophobia among Andhra Pradesh's Vizianagaram district's secondary school teachers with reference to the employment of information and communication technology (ICT) in the classroom. It investigates the impact of a number of demographic factors on teachers' technophobia, including gender, marital status, age, title, teaching experience, institution location, kind of school administration, and instruction medium. The "Teachers’ Technophobia Scale," a standardized questionnaire, and a descriptive survey approach are used in this study to gather data from 500 instructors in 60 secondary schools. Results show various insights. Technophobia was shown to be unaffected significantly by factors such as gender, marital status, age, designation, and style of school administration. Teachers with more than ten years of experience, however, showed greater degrees of technophobia. Technophobia was shown to be more prevalent among rural instructors than in their urban counterparts, and it was not significantly influenced by the medium of teaching. The study also found three aspects of technophobia, with anxiety being the main factor leading to technophobia. These dimensions include teachers' apprehension about ICT, their access to ICT resources, and their views about using ICT tools. The consequences for education include the need for professional development in integrating technology into classroom instruction, the requirement for teacher orientation programs on ICT, and the promotion of confidence in technology use. The report outlines tactics for reducing technophobia and makes recommendations for actions academic associations may take to help secondary schools successfully integrate ICT. In the end, this study highlights how crucial it is to deal with technophobia in order to maximize the advantages of technology integration in the classroom.