Teorías de los estilos cognitivos

Information obtained from teachers during the ICT interactive workshops revealed that the teachers who were used to the traditional textbook teaching method did not desire to use ICT tools in their lessons, and more specifically, for their professional development. While very few teachers explicitly expressed beliefs that ICT was at odds with their beliefs and values regarding teaching of English itself, there were fixed mindsets exhibited by a number of the teachers during the workshop; even among those who actively embraced ICT. Moreover,

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some teachers defended themselves as too experienced to adapt to the new ICT tools and did not want to accept the ICT methods of teaching. Those teachers did not regard themselves fully-equipped, comfortable or efficient in using ICT as they felt more confident with their traditional teaching styles. Teacher Pratibha discussed the importance of traditional mediums and the conventional nature of English.

I think it [teaching] is all about teacher confidence in her teaching skills and technology is just a new-age trick. [Questionnaire: Pratibha]

She was the most vocal in expressing her belief that ICT was not a tool for teaching and that teaching of English did not require any new skills. She expressed her view that ICT was really overrated. Teacher Pratibha further explained that she was very comfortable with her style of teaching, and although this could have kept her from adopting the best teaching methods, she did not accept it, and rather defended her views with confidence. The following comment supported this barrier:

In my opinion, it is not essential to use ICT as an English teaching tool. Two years back I gave all my English lessons during the B.Ed. practice teaching without the use of ICT and got a distinction for my performance. Also my work as an in-service English teacher is appreciated and my students score well in English. [Questionnaire: Pratibha]

A majority of teachers perceived ICT to offer advantages to classroom teaching and learning; but some of the teachers struggled to see specific benefits and methods for use, and believed that ICT is ineffective in teaching of English or ICT does not have positive impact on their students’ learning. Responses confirming this negative attitude and resistance to change are as follows:

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It [ICT] is useful sometimes, especially to break the repetitiveness in teaching and learning of English grammar. Use of ICT once in a while is alright. [Questionnaire: Kalpana]

ICT is helpful to an extent, but it does not excite every type of learner and not relevant to every unit in the syllabus. [Questionnaire: Priya]

But, the idea of resistance to change as a barrier to ICT could not only be attributed to teachers’ attitudes. The school as an institution was in itself resistant to the kinds of change needed for the successful integration of ICT. The following response demonstrates this attitude:

No. I am not very fluent with technology.... And my school is not very particular about training us to use ICT in teaching. [Questionnaire: Bindiya]

The school’s role in their teachers’ professional development also incorporated a serious issue discussed earlier in the chapter: the school did not consult the teachers for their own professional development. ICT initiatives were taken and withdrawn by the schools, without the consent or awareness of the teachers. One teacher shared:

I think it [blog/online community for teachers] is a very good idea. I think we had tried it but I don't know why it didn't work out. Because I remember just two years back when they had started it, we were asked to type the lesson plans in the school portal, which only we had access to it, but I don't know why it didn't continue. I am not sure. It may be an administrative decision. I am not sure. But we teachers found it useful. [Interview 8: Nisha]

Two teachers suggested that for changes to occur in their teaching practice, they should be given the responsibility for their own learning and professional development.

To be honest, I never used blogs for sharing English resources with other English teachers. But now I feel I should. It is something that we ourselves will have to change in us. [Interview 9: Madhu]

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I think what you said that having blogs you know where the teacher community of the entire Mumbai city, if they can share their experiences and resources, I think that would be very good. If we could have something like that, I think it will be very very good. Because we are all the time learning, I mean nobody can say that I know everything. Teachers might come up with some different kinds of insights relating to teaching which some other person teacher, some other teacher, some other school might find it useful. [Interview 8: Nisha]

Overall, this resistance could be seen in terms of teachers’ unwillingness to change their teaching practices, and also in terms of schools as institutions: finding it difficult or unnecessary to facilitate innovative practices involving ICT.