Student Attitudes toward Technology Enhanced History Education: Comparison between Turkish and American Students

dc.creator	Ibrahim Turan
dc.date	2010-05-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:20:45Z
dc.date.available	2015-08-12T11:20:45Z
dc.identifier	1309-9108
dc.identifier	https://doaj.org/article/92586188564f4ebfac936204f48f4849
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/28501
dc.description	Teacher and student attitudes towards the technology enhanced instruction plays a critical role in determining its effectiveness. The purpose of the study is to examine Turkish and American students’ attitudes and thoughts toward the use of educational technologies in history courses, and to compare the results to determine whether there are any differences between the attitudes of Turkish and American student. This study was conducted with 197 American students from Upper Saint Claire High school in Pittsburgh, PA, and 214 Turkish students from Konya High school who volutered for this study. The required data for this study were gathered by a 26-item technology questionnaire, which included 7 multiple-choice questions and 19 Likert scale questions. This questionnaire was developed to gather data on five different areas of interest: (1) demographic information, (2) participants’ computer- and Internet-usage skills, (3) the level of technology used in history classrooms, (4) participants’ attitudes toward technology-enhanced history education, and (5) participants’ attitudes toward history. Most of the Turkish and American students rated themselves as being very well experienced on the eight computer- and Internet-usage skills targeted in this study. But the comparison of the data indicated that American students have higher computer- and Internet-usage skills than Turkish students do, and this difference is statistically significant (p = 0.001). Most of the Turkish and American students showed positive attitudes on using educational technologies in history classrooms. A majority of the Turkish and American students stated that they would be able to focus and learn better if more technological materials were used in classroom activities, and this, in turn, would increase their academic achievements.
dc.language	Turkish
dc.language	English
dc.publisher	Association for Social Studies Educators (ASSE)
dc.relation	http://www.jsser.org/index.php/JSSER/article/viewFile/11/pdf
dc.relation	https://doaj.org/toc/1309-9108
dc.source	Journal of Social Studies Education Research, Vol 1, Iss 1, Pp 152-167 (2010)
dc.subject	secondary education
dc.subject	history education
dc.subject	IT-use
dc.subject	comparative study
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	Student Attitudes toward Technology Enhanced History Education: Comparison between Turkish and American Students
dc.type	article