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


TURAN İ.

Journal of Social Studies Education Research, vol.1, no.1, pp.152-167, 2010 (Refereed Journals of Other Institutions)

  • Publication Type: Article / Article
  • Volume: 1 Issue: 1
  • Publication Date: 2010
  • Title of Journal : Journal of Social Studies Education Research
  • Page Numbers: pp.152-167

Abstract

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.
Keywords: secondary education, history education, IT-use, comparative study