Doug Johnson

Faith Based Computing
Head for the Edge, September 2001


Knock on wood, but I have been pretty darned lucky with the personal computers I have owned and used. For some years I’ve not experienced any of the catastrophic hard drive crashes, regular freezes, or major data losses about which one commonly hears. And my computers get pretty hard use. I use the same personally owned (actually finance-company-owned) laptop for both my workstation at school as well as for my private business and personal work. It goes home with me every night and travels with me in airplanes and in the toolbox of my pickup to conferences and even on the occasional vacation.

Sure, I make backups. Yes, I run a systems diagnostic tool once in a blue moon. Of course, I keep my virus protection program up-to-date. And especially, I don’t let my teenage son within 15 feet of this computer. Some technologies, like some people, are just plain high maintenance. But many computer users take these precautions, but still experience trouble. So why am I so “lucky?”

The techies and I have discussed at length what seems to be a district-wide phenomenon we call “Faith Based Computing.” The basic tenet of this theory is that the more positive the user’s attitude toward technology, the better the technology works for that user. Simple as that.

So how do these supposedly non-sentient boxes of plastic, glass and metal pick up on our human vibes? Maybe there is something operating on a quantum level as electricity passes through computer chips and networks much as it passes through our human nervous system. As silly as it sounds, we are careful not to say negative things about any computer when another networked computer is in the room. They listen and talk to each other, you know. (Remember Hal in 2001?) We are careful to make sure in offices with two computers that both of them get attention so neither gets jealous. We’ve even discussed the theory that computers, like cats, are often happier when there are two together, or at least when there is a digital clock or framed picture of the user nearby.

I know. This is beginning to sound like a Weekly World News article or conspiracy babble, but there is definitely a connection between user attitude and user success in most endeavors. We’ve had the concept of “self-fulfilling prophecy” in education for years. Why should technology use be any different?

Most schools survey their teachers occasionally to find out how skilled they are in computer use. It’s an effective means of determining where staff development opportunities are needed. “Yup, looks like quite a few folks could use an advanced web-page creation class,” we may determine.

But here’s the thing, we need to measure not just skills, but attitudes as well. If it seems our teachers are making only minimal progress toward using and integrating technology, it may well be that negative attitudes are getting in the way. (And probably making the machinery obstreperous as well.) Teacher reactions to statements like the ones below can give a glimpse of where there might be attitude problems in your school:

 One a scale of 1 to 4, with 1 being strongly disagree and 4 being strongly agree, please respond to these statements:

1. Using technology makes me a more effective teacher.
2. Technology helps me organize my work.
3. I find the use of technology to be motivating to students.
4. I am comfortable learning about and using technology.
5. I would like to integrate more technology into my work.
6. I would like to integrate more technology into my classroom units.
7. The building administration encourages the use of technology.
8. The district administration encourages the use of technology.
9. I feel comfortable helping others in the school with technology.
10. I feel comfortable asking for help with technology from others.
11. The district provides me a variety of opportunities to learn technology skills.
12. I take personal time to learn and practice technology skills.

If one finds that there are definitely negative attitudes toward technology use by a significant number of teachers in your school, here are few things that can improve technology morale.

• Stress the WIIFM (What’s In It For Me) reasons for computer use. Any inservice or new project should have at its heart the clear goal of making a teacher’s job easier or providing the kind of exciting learning opportunities that make teaching more enjoyable. (This concept was examined at length in an earlier column available at <www.doug-johnson.com/dougwri/wiifm.htm>.
• Give the end user (teacher) a voice in deciding equipment platforms, software adopted, and timelines for implementation. Everybody hates top-down edicts. Make them as seldom as possible.
• Take a hard look at your inservice times to make sure they are as convenient as possible for teachers. Consider a range of training options that suit individual teacher learning styles. While many people learn well in hands-on, face-to-face training sessions, others may prefer online or video instruction, well-written tutorials, or simply the time and peace needed to learn through experimentation.
• Adjust the attitude of the technology support staff. As all of us help teachers with computer hardware and use problems, are we doing our best in making sure they are respected for the intelligent, loveable people they really are?

It’s important to remember that teacher attitudes don’t just affect technology, but students as well. As staff developers, we have an obligation to help maintain not just a skilled staff, but also a happy one.

Now please excuse me while I dust my computer’s keyboard with that soft cloth she likes so much. Got to keep her purring.