Examining factors contributing to technophobia: a case of secondary school teachers in KwaZulu-Natal province

Abstract

The rapid integration of technology into various aspects of society, driven by the Fourth Industrial Revolution, has transformed the field of education. While technology is recognized as an essential component of teaching and learning, not all teachers embrace it with enthusiasm. Technophobia, or the fear of using technology, can hinder teachers from effectively integrating technology into their teaching practices, potentially impacting student learning outcomes. This study aims to examine the underlying factors of technophobia among teachers and explore the implications for technology integration in education. This study employed a quantitative approach, with data collected from 150 teachers in Pietermaritzburg using structured questionnaires. Data collected was analysed using Statistical Package for Social Sciences. The findings reveal a significant prevalence of technophobia among teachers, with fear, anxiety, and avoidance towards technology being reported by a considerable number of respondents. Lack of technological proficiency, fear of change, perceived complexity of technology, and concerns about privacy and security were identified as contributing factors to technophobia. The findings further reported that age and level of education does contribute to technophobia among teachers. These findings underscore the pressing need for targeted professional development. As a result, this study recommends that the department of basic education to provide funding for professional development programmes to train in-service teachers.