Jordanian Social Studies Teachers’ Perceptions of Competency Needed for Implementing Technology in the Classroom

Mohammad Al Bataineh; Sharon Anderson

doi:10.30935/cedtech/6138

Mohammad Al Bataineh ¹ ^*, Sharon Anderson ²

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CONT ED TECHNOLOGY, Volume 6, Issue 1, pp. 38-61

https://doi.org/10.30935/cedtech/6138

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Abstract

This study used a cross-sectional, ten-point Likert-type scale survey design, to examine the perception of Jordanian seventh to twelfth-grade social studies teachers of the competency needed for technology implementation in their classrooms. The instrument for this study was a modified version of a survey developed by Kelly (2003) called the Technology in Education Survey (TIES). The scale ranged from 1-10, with 1 being the lowest score, indicating not important or not competent, and 10 being the highest score, indicating very important or very competent. Due to the cultural context of the study, the researcher used an Arabic-language version of the survey used by Al Ghazo (2008). The convenience sample (n = 221) was a blend of male (n = 135) and female teachers (n = 86). A significant interaction was found between age and gender of social studies teachers and their perceptions of competency needed to implement technology. Female teachers who were thirty or younger and who were thirty-one to thirty-nine scored the highest mean of perceptions of competency toward implementing technology in social studies classrooms, higher than all male teachers, while male and female teachers who were forty or older scored the same lowest mean (49.5) of perceptions of competency. Female teachers with the least teaching experience had high perceptions of competency for implementing technology in social studies classrooms, while female teachers with the most teaching experience had lower perceptions of competency than male teachers. The result of the study provides useful information 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

Keywords: Social studies education, Educaional technology implementation, Teacher competency, Technology in the classroom

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Citation

Bataineh, M. A., & Anderson, S. (2015). Jordanian Social Studies Teachers’ Perceptions of Competency Needed for Implementing Technology in the Classroom. Contemporary Educational Technology, 6(1), 38-61. https://doi.org/10.30935/cedtech/6138

Bataineh, M. A., and Anderson, S. (2015). Jordanian Social Studies Teachers’ Perceptions of Competency Needed for Implementing Technology in the Classroom. Contemporary Educational Technology, 6(1), pp. 38-61. https://doi.org/10.30935/cedtech/6138

Bataineh MA, Anderson S. Jordanian Social Studies Teachers’ Perceptions of Competency Needed for Implementing Technology in the Classroom. CONT ED TECHNOLOGY. 2015;6(1), 38-61. https://doi.org/10.30935/cedtech/6138

Bataineh, Mohammad Al, and Sharon Anderson. "Jordanian Social Studies Teachers’ Perceptions of Competency Needed for Implementing Technology in the Classroom". Contemporary Educational Technology 2015 6 no. 1 (2015): 38-61. https://doi.org/10.30935/cedtech/6138

Bataineh, Mohammad Al et al. "Jordanian Social Studies Teachers’ Perceptions of Competency Needed for Implementing Technology in the Classroom". Contemporary Educational Technology, vol. 6, no. 1, 2015, pp. 38-61. https://doi.org/10.30935/cedtech/6138

Bataineh MA, Anderson S. Jordanian Social Studies Teachers’ Perceptions of Competency Needed for Implementing Technology in the Classroom. CONT ED TECHNOLOGY. 2015;6(1):38-61. https://doi.org/10.30935/cedtech/6138