Jordanian Social Studies Teachers' Perceptions of Competency Needed for Implementing Technology in the Classroom

Autor/inn/en	Al Bataineh, Mohammad; Anderson, Sharon
Titel	Jordanian Social Studies Teachers' Perceptions of Competency Needed for Implementing Technology in the Classroom
Quelle	In: Contemporary Educational Technology, 6 (2015) 1, S.38-61 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1309-517X
Schlagwörter	Foreign Countries; Teacher Competencies; Technology Uses in Education; Technological Literacy; Educational Technology; Teacher Attitudes; Teacher Surveys; Likert Scales; Social Studies; Grade 7; Grade 8; Grade 9; Grade 10; Grade 11; Grade 12; Secondary School Teachers; Correlation; Age Differences; Gender Differences; Teaching Methods; Statistical Analysis; Statistical Significance; Jordan + Suchen Sie Ihr Suchwort? Ausland; Lehrkunst; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Technisches Wissen; Unterrichtsmedien; Lehrerverhalten; Likert-Skala; Gemeinschaftskunde; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Korrelation; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Teaching method; Lehrmethode; Unterrichtsmethode; Statistische Analyse
Abstract	This study used a cross-sectional, ten-point Likert-type scale survey design, to examine the perception of Jordanian seventh to twelfth-grade social studies teachers of the competency needed for technology implementation in their classrooms. The instrument for this study was a modified version of a survey developed by Kelly (2003) called the Technology in Education Survey (TIES). The scale ranged from 1-10, with 1 being the lowest score, indicating not important or not competent, and 10 being the highest score, indicating very important or very competent. Due to the cultural context of the study, the researcher used an Arabic-language version of the survey used by Al Ghazo (2008). The convenience sample (n = 221) was a blend of male (n = 135) and female teachers (n = 86). A significant interaction was found between age and gender of social studies teachers and their perceptions of competency needed to implement technology. Female teachers who were thirty or younger and who were thirty-one to thirty-nine scored the highest mean of perceptions of competency toward implementing technology in social studies classrooms, higher than all male teachers, while male and female teachers who were forty or older scored the same lowest mean (49.5) of perceptions of competency. Female teachers with the least teaching experience had high perceptions of competency for implementing technology in social studies classrooms, while female teachers with the most teaching experience had lower perceptions of competency than male teachers. The result of the study provides useful information to social studies educators, professional development leaders, national policy makers and teachers of social studies who are interested in understanding the factors that affect technology use in social studies classrooms in Jordan. (As Provided).
Anmerkungen	Contemporary Educational Technology. Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey. e-mail: editor@cedtech.net; Web site: http://www.cedtech.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01