Middle School Students’ Attitudes Towards Technology In Relation To Demographic And Affective Domain

Yıl 2015, Cilt: 2 Sayı: 2, 1 - 11, 11.12.2015

Nurettin Şahin , Emel Ekli Sabahattin Denız

https://doi.org/10.21666/mskuefd.68139

Öz

The study investigates middle school students’ attitudes towards technology and key variables influencing these attitudes. For this purpose, the present study was carried out among 1,396 students in the 6^th 7^th and 8^th grades (age range 12-15) attending 23 middle schools, of which 708 (50.7%) were female and 688 (49.3%) were male. A validated national version of Pupils’ Attitude towards Technology (TR-PATT) was used to determine their attitudes towards technology. A majority of the students had positive attitudes towards technology. There were significant differences between male and female students’ attitudes. Moreover, it was found that attending schools in urban areas, having prior technology training, and having parents with technology-related jobs had positive impacts on attitudes towards technology. However, as grade level increased, trust in technology decreased. They described technology in terms of household appliances, computers, and the internet and stated that it made life easier. A large majority of  the students stated that technology was useful for the country; that, because of technology, everything works well; and that technology is the future.

 Keywords: Technology education; attitude; motivation; middle school 

Anahtar Kelimeler

-

Ortaokul Öğrencilerinin Demografik ve Duyuşsal Alana Bağlı Olarak Teknolojiye Karşı Tutumları

Öz

Araştırmada ortaokul öğrencilerinin, teknolojiye yönelik tutumları ve tutumları üzerinde etkili temel değişkenler incelenmiştir. Bu amaçla, yapılan çalışma 708’i kız (%50.7), 688’i erkek (%49.3) öğrenci olmak üzere toplam 1396 öğrenciye uygulanmıştır. Çalışmada orjinal formu Türkçeye daha önce uyarlanan teknolojiye yönelik tutum ölçeği (TR-PATT) kullanılmıştır. Öğrencilerin büyük çoğunluğu teknolojiye yönelik olumlu tutumlara sahiptirler. Cinsiyet değişkeni açısından, erkek ve bayan öğrencilerin tutumları arasında anlamlı farklılıklar elde edilmiştir. Merkez ya da kırsal okullarda okuma, teknoloji eğitimi olma, anne-babanın teknoloji ile ilişkili bir işe sahip olması gibi değişkenlerin teknolojiye yönelik tutumlar üzerinde olumlu etkilere sahip olduğu sonucuna ulaşılmıştır. Ancak, sınıf seviyesi arttıkça teknolojiye duyulan güvenin azaldığı sonucuna ulaşılmıştır. Öğrenciler teknolojiyi tüketici elektroniği ürünleri, bilgisayar ve internet olarak tanımlanmış ve yaşamı kolaylaştırdığı ifade edilmiştir

Anahtar Kelimeler

Teknoloji eğitimi, tutum, motivasyon, ortaokul öğrencileri

Kaynakça

• Bame, E., Dugger, W., Jr., de Vries, M., & McBee, J. (1993). Pupils' attitudes toward technology - PATT-USA. J. Tech. Stud 19(1), 40-48.
• Becker, K.H., & Maunsaiyat, S. (2002). Thai students’ attitudes and concepts of technology. J. Tech. Educ 13(2), 6-20.
• Boser, R., Palmer, J. D., & Daugherty, M. K. (1998). Students attitudes toward technology in selected technology programs. J. Tech. Educ 10(1), 4–19.
• Black, P. (1998). An international overview of curricular approaches and models in technology education. J. Tech. Stud 24(1), 24-30.
• Correard, I. (2001). Twelve years of technology education in France, England and the Netherlands: How do pupils' perceive the subject, pp.51-58. In Proceedings PATT-11 Conference: New Media in Technology Education. Haarlem, Netherlands. Retrieved from http://www.iteaconnect.org/Conference/PATT11/Correarddef.pdf
• Deniz, S., Gorgen, I., & Seker, H. (2006). Attitudes of prospective teachers attending master program without thesis towards technology. Eurasian J. Educ. Res 23, 62-71.
• Dugger, W. E. (2001). New Media and Standards for Technological Literacy. In: Proceedings PATT-11 Conference: New Media in Technology Education, 8-13 March 2001, Haarlem, Netherlands, pp. 66-74.
• Fang, R., Teng, C., & Chen, C. (2007). How Taiwanese and Americans think about technology. J. Tech. Educ 18(2), 7-23. Retrieved from http://scholar.lib.vt.edu/ejournals/JTE/v18n2/fang.html
• Francis, L.J., & Greer, J. E. (1999). Measuring attitude towards Science among secondary school students: the affective domain. Res. Sci. Technol. Educ 17(2), 219–226.
• Isman, A. (2002). Educational technology proficiencies of teachers in the Sakarya province. [in Turkish] Turk. Online J. Educ. Tech 1(1), 72-91. Retrieved from http://eefdergi.erzincan.edu.tr/article/view/1006000698
• Ispir, E., Furkan, H., & Çitil, M. (2007). College science teachers’ attitudes towards technology-Kahramanmaraş sample. [in Turkish] J. Erzincan Educ. Facul 9(1), 63-72.
• Kahveci, M. (2010). Students’ perceptions to use technology for learning: Measurement integrity of the modified Fennema-Sherman attitudes scales. Turk. Online J. Educ. Tech 9, 185–201. Retrieved from http://files.eric.ed.gov/fulltext/EJ875782.pdf
• Khunyakari, R., Mehrotra, S., Natarajan, C., & Chunawala, S. (2009). Studying Indian Middle School Students’ Attitudes towards Technology. In: Proceedings of the International Conference to Review Research in Science, Technology and Mathematics Education- epiSTEME-3, 5-9 Jan 2009, Mumbai, India, pp.81-88. Retrieved from http://cvs.gnowledge.org/episteme3/pro_pdfs/13-ritesh-sm-cn-sc.pdf
• MoNE (2006). Primary school technology and design teaching curriculum and manual 6th, 7th, and 8th grades. [in Turkish] Republic of Turkey Ministry of National Education (MoNE), Tebligler Dergisi, 69, 577.
• Mundy, M. A., Kupczynski, L., & Kee, R. (2012). Teacher's Perceptions of Technology Use in the Schools. SAGE Open 2(1). doi:10.1177/2158244012440813
• Osborne, J., Simon, S., & Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. Int J Sci Educ 25(9), 1049–1079. doi: 10.1080/0950069032000032199.
• Ramsden, J. M. (1998). Mission impossible?: Can anything be done about attitudes to science Int J Sci Educ 20(2), 125–137. doi:10.1080/0950069980200201.
• Rohaan, E., Taconis, R., & Jochems, W. G. (2010). Reviewing the relations between teachers’ knowledge and pupils’ attitude in the field of primary technology education. Int J Technol Des Educ 20(1), 15–26. doi:10.1007/s10798-008-9055-7
• Saettler, L. P. (1967). A history of instructional technology; McGraw-Hill: New York, USA.
• Sahin, N., & Ekli, E. (2013). Nanotechnology awareness, opinions and risk perceptions among middle school students. Int J Technol Des Educ, 23(4), 867–881. doi:10.1007/s10798-013-9233-0
• Simon, Y. R. (1983). Pursuit of happiness and lust for power in technological society. In Philosophy and Technology; Mitcham, C., Mackey, R. (Eds.), p.173. New York, NY: Free Press.
• Simsek, N. (2001). International aspect of trends in educational technology. Ankara Univ J Educ Sci Facul 34(1), 77-87.
• Sjöber, L. (2002). Attitudes toward Technology and Risk: Going Beyond What is Immediately Given. Policy Sci 35(4), 379-400.
• van Rensburg, S., Ankiewicz, P., & Myburgh, C. (1999). Assessing south Africa learners’ attitudes towards technology by using the PATT (Pupils’ Attitudes Towards Technology) Questionnaire. Int J Technol Des Educ 9(2), 137–151. doi:10.1023/A:1008848031430
• Volk, K., Yip, M.W., & Lo, T. K. (2003). Hong Kong pupils’ attitudes toward technology: The impact of design and technology programs. J Tech Educ 15(1), 48-63. (online) Retrieved from http://scholar.lib.vt.edu/ejournals/JTE/v15n1/pdf/volk.pdf
• Volk, K.S., Yip, & M.W. (1999). Gender and technology in Hong Kong: A study of pupils’ attitudes toward technology. Int J Technol Des Educ, 9(1), 57–71.
• Yurdugul, H., & Askar, P. (2008). An investigation of the factorial structures of pupils' attitude towards technology (PATT): Elementary Educ Online, 7(2), 288–309. Retrieved from http://ilkogretim-online.org.tr/vol7say2/v7s2m5.pdf