Student Readiness for Technology Enhanced History Education in Turkish High Schools

TURAN İ.

Cypriot Journal of Educational Sciences, vol.5, no.2, pp.94-106, 2010 (Scopus)

  • Publication Type: Article / Article
  • Volume: 5 Issue: 2
  • Publication Date: 2010
  • Journal Name: Cypriot Journal of Educational Sciences
  • Journal Indexes: Scopus, ERIC (Education Resources Information Center), Directory of Open Access Journals
  • Page Numbers: pp.94-106
  • Istanbul University Affiliated: No

Abstract

This study examined whether the Turkish high school social sciences major students would feel adequate and fit in a technology-enhanced educational environment, particularly in history classrooms. To this extent, this study investigated high school students’ level of proficiency in technology-use and their attitudes toward the use of educational technologies in classrooms. The data for this study was collected using Kolb’s Learning Style Inventory (LSI Version-3) and a 27-item Technology Questionnaire. The results revealed that from the point of proficiency and attitude Turkish high school social sciences major students have the essential technology skills and knowledge to feel adequate in a technology-enhanced learning environment. They also have positive attitudes toward use of educational technologies in history classrooms.  Therefore they seem to be ready for technology-enhanced instruction.

 

Keywords: Student readiness; technology enhanced education; history education; attitude; learning style preferences.