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

Abstract

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.

Development of an Instructional Material for an Enriched Book Relating to "Interactions between Chemical Types" Unit in The Ninth Grade Chemistry Curriculum and Investigation Its Effects

“…Yapılan çalışmanın sonunda elde edilen bulgulara göre gruplardaki öğrencilerin teknolojiye yönelik tutumlarında herhangi bir değişiklik olmadığı tespit edilmiştir. Alanyazında teknolojik araçlara (cep telefonu, bilgisayar, teknolojik oyuncaklar) sahip öğrencilerin teknolojiye yönelik olumlu tutum sergiledikleri tespit edilmiştir (Yarar ve Karabacak, 2014;Şahin, Deniz ve Ekli, 2015;Ardies, De Maeyer, Gijbels ve van Keulen, 2015). Bunun sebebi olarak, çalışmanın gerçekleştirildiği okullarda henüz tablet bilgisayarların dağıtılmamış olması ve okul müdüründen alınan bilgiye göre genel olarak öğrencilerin sosyo-ekonomik durumlarının düşük olması söylenebilir (Şahin vd., 2015).…”

Examining the relationship between academic achievement and attitudes of the middle school students

“…Different technology education systems combine on three points. Those; identification of needs, design-production-usefulness of formulation and computer usage (Sahin, Ekli & Deniz, 2015). Technology education has been implemented with industrial applications in Germany and England.…”

“…Technology education has been implemented with industrial applications in Germany and England. Moreover it was one of the 15 obligatory lessons in 1993 (Sahin, Ekli & Deniz, 2015).…”