What a Tangled Web We Weave:Technology Apprehension and
Achievement Emotions
Presented by:
Sara G. Crocker Anderson University, Anderson, S.C.
Jennifer B. Hulehan Tri-County Technical College, Pendleton, S.C.
Presentation PreviewWhy is this important?
Brief overview of literature
Research question and hypothesis
Research methods
Results
Implications
Q & A
Why is this topic important? • Community college
students are an understudied population• Dev Ed students are the
most at-risk academically• Utopian views of
technology• Assumption that
millennials are “born” tech savy• Learning is emotional
Overview of LiteratureTechnology
Apprehension (TA)
Fear of computers when using or
anticipating using a computer
More than half of Americans report some level of TA1
It is multi-dimensional state anxiety
Can cause computer avoidance2
Overview of Literature
Technology Use in Community
College Students
Not likely to engage in more technical tasks like coding.
Most likely to use technology
to facilitate Coursework.3 Usefulness and
ease are strongest
predictors of technology
adoption in CC students. 4
Research ObjectivesResearch Question
Hypothesis
What is the relationship between
TA and the achievement
emotions experienced by students enrolled in community college
developmental education courses?
Female students in developmental education
courses in community colleges will report
higher levels of TA than male students in
developmental education courses in community
colleges.
Research Methods• Multi-method
approach• Participants and Target
Courses• Allows for maximum
variability in subject field
• Procedures and Measures• IRAT Scale• Achievement Emotions
Questionnaire• In vivo Coding
Results: Quantitative
Research Question
Students who reported higher levels of TA also reported greater anger,
anxiety, shame, and hopelessness.
Hypothesis
Females reported significantly more TA than
male students, fully supporting the hypothesis.
A Pearson correlation revealed that TA was positively correlated with
students’ anger (r = .210, p < .05, R2 = .04), anxiety (r = .34, p < .05, R2 = .11), shame (r = .34, p < .05, R2
= .11), and hopelessness (r = .17, p < .05, R2 = .03).
An independent samples t-test revealed a statistically significant difference (t = -2.21, df = 129, p
< .05) between the amount of TA reported by male (M = 29.62; SD = 10.56) and female (M = 35.61; SD =
16.77) developmental students.
Results: QualitativeDev. Ed. Students’ Understanding of Technology
Technology is Ubiquitous “We are in a technological era where it is evolving everyday.” “ I don’t personally
like computers. I will use them and try to figure out what to do if I need to.”
Expectation or Resignation
“I feel like technology is part of the regular cirriculum [sic].”
Results: Qualitative
• Issues of Access• Technological
Malfunction
Challenges Presented by Integrating Technology
“Some kids can’t use technology
cause [sic] they are poor.”
“For math, I hate it.”
• Subject or Task-Based Objection
• Displacement of Instructor’s Role
Objective Implications & Limitations
• Theoretical Implications• Helps fill void of
knowledge• Adds to emotion
research
• Practical Implications• Access• Biological Sex• Subject Area
• Limitations• Lack of geographic and
cultural diversity• Preferable to have a
larger sample size• Conflicting
quantitative and qualitative data• Study is correlational
in nature
Implications for Instructors & Administrators• College Completion
Agenda• Student Success• Ability is a minor factor• Affective barriers to learning
(anger, anxiety, shame, and hopelessness).
“I just started questioning everything:
Am I supposed to be here? Am I good
enough?” –Vanessa Brewer5
Students often mistakenly perceive temporary stumbling blocks—like technological malfunctions—as permanent obstacles:
“I can’t succeed. I don’t belong. I’m just not college material.”
Implications for Instructors & AdministratorsIn Class
• Low stakes assessments• Reward
accomplishment• Build confidence• Productive persistence6
“Some kids can’t use technology cause [sic] they are poor.”
“I felt like I was alone, but then I
found people who said, you know, ‘I
cried just like you.’ And it helped.”5
Out of Class• Technology
orientation• On-going support• Advising• Access
Implications for Instructors & Administrators• Curriculum
Development• Part but not whole• Purposeful Integration• Connect to real-world
• Program Development• Technology is not a magic
pill• Design & implementation
• Professional Development• Understanding TA &
Achievement Emotions• Decreasing TA & Creating
positive AE• Best practices w/
technology
“I feel like technology is part of the regular cirriculum [sic].”
SummaryIt is important for us to remember the past.
Developmental Education has
always been about more than just
academic remediation.
And learn from the present
Technology apprehension is prevalent and
negatively impacts achievement emotions and
student success.
To build a better future.
Helping underprepared
students prepare, prepared students
advance, and advanced students
excel.
Q & A
References
1. Williams, S. (1994, 12 June). Technophobes victims of electronic progress. Mobile Register, p. 9E.2. Chua, S. L., Chen, D., & Wong, A. F. L. (1999). Computer anxiety and its correlates: A meta-analysis. Computers in Human Behavior, 15(5), 609-623.3. Miller, M. T., Pope, M. L., & Steinmann, T. D. (2005). A profile of contemporary community college student involvement, technology use, and reliance on selected college life skills. College Student Journal, 39, 596-602. 4. Behrend, T. S., Wiebe, E. N., London, J. E., & Johnson, E. C. (2011). Cloud computing adoption and usage in community colleges. Behaviour & Information Technology, 30(2), 231-240. 5. Tough, Paul. “Who Gets to Graduate?” New York Times. 15 May 2014. Online. http://www.nytimes.com/2014/05/18/magazine/who-gets-to-graduate.html?_r=06. Silva, Elena and Taylor White. “Pathways to Improvement: Using Psychological Strategies to Help College Students Conquer Developmental Math.” Carnegie Foundation For the Advancement of Teaching. Online. <http://achievingthedream.org/sites/default/files/resources/PathwaysToImprovement_0.pdf>