Jordanian social studies teachers' attitudes and their perceptions of competency needed for implementing technology in their classrooms
Date
2013
Authors
Al-Bataineh, Mohammad, author
Anderson, Sharon, advisor
Lindsay, James, advisor
Gloeckner, Gene W., committee member
Quick, Don, committee member
Scott, Malcolm, committee member
Journal Title
Journal ISSN
Volume Title
Abstract
This study used a cross-sectional survey design to examine the attitudes of Jordanian seventh to twelfth-grade social studies teachers toward technology, and their perceptions of the competency needed for implementing technology in their classrooms. It also explored the relationship between teachers' attitudes and their perceptions of competency for implementing technology. The convenience sample of Jordanian social studies teachers (n = 221) was a blend of male (n = 135) and female teachers (n = 86). Results indicated that teachers with relatively high positive attitudes toward implementing technology were far more likely to have high perceptions of competency needed for implementing technology in social studies classrooms in the country of Jordan. Furthermore, the youngest male teachers had higher attitudes towards implementing technology than the youngest female teachers, while the oldest male teachers had less positive attitudes than the oldest female teachers. The result of the study provides information that is useful 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.