The relationship between social studies teachers’ attitudes towards technology and their perceptions of competency needed for implementing technology in their classrooms in Jordan
The relationship between social studies teachers’ attitudes towards technology and their perceptions of competency needed for implementing technology in their classrooms in Jordan

Summary/Abstract: This study used a cross-sectional survey design to examine the relationship between the attitudes of seventh to twelfth-grade social studies teachers and their perceptions of the competency needed toward implementing technology into their classrooms. Also, it investigated the extent to which the combination of teaching experience, grade-level taught and gender, predict teachers’ attitudes toward implementing technology into their classrooms. Furthermore, this study explored the extent to which the combination of teachers’ attitude, teaching experience, grade level taught and gender predict teachers’ perceptions of the competency needed toward implementing technology into their classroom. The convenience sample of Jordanian social studies teachers (n = 221) was a blend of male (n = 135) and female teachers (n = 86). The results showed that teachers with relatively high positive attitudes toward implementing technology were far more likely to have high perceptions of competency needed for implementing technology in social studies classrooms. The results also showed that the combination of teaching experience, grade-level taught, and gender variables were a statistically significant predictor of attitudes. Meanwhile, the combination of teaching experience, grade-level taught, gender, and attitude variables predicted about eighty percent of teachers’ perceptions of competency scores, which is extremely high.

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