Middle School Student’s Attitudes Toward Technology in Korea -in Seoul and Gyeonggi Province-
2
조회
0
다운로드
2
인용
0
참고문헌
키워드
초록
The purpose of this study was to survey attitudes toward technology in middle school students in Korea. To examine students' attitudes toward technology, a survey questionnaire method was used to collect technology attitude data from the middle school students in Korea. The questionnaire was composed of three parts and designed by Lee (2007). The first part of the questionnaire consisted of question about students' knowledge of technology, intended to investigate how much these students know about technology. The second part contained 11 questions pertaining to the demographic characteristics of the students which included their age, gender, grade, and also the students’ home environment. In the third part, 58 questions in total were used to examine the students attitudes toward technology. This part comprised six major components of technology attitudes proposed by Lee (2007): interest in technology, technology as an activity for both boys and girls, perception of the difficulty of technology, consequences of technology, technology in the school curriculum, and ideas about pursuing a career related to technology. Data analysis was conducted using SPSS statistical program version 17.0 for Windows. The major results of the study on Korean Students' Attitudes Toward Technology are summarized as follows. First, it is interesting to observe that overall, when the students' gender was analyzed, boys had more positive attitudes than girls in all categories. Boys had especially more positive attitudes than girls in the categories of interest and careers in technology. Second, when the characteristic of having ‘Technical Toys’ at home was examined, a positive significant effect was found in the categories of 'Role Pattern', and 'Difficulties'. Third, the analysis revealed that the factor of having a working space at home appears to influence positive outcomes with their attitudes toward 'Interest', 'Curriculum', and 'Career Aspiration'. Finally, all students who consider that careers related to technology are legitimate occupations demonstrated more positive attitudes and perceptions related to all categories compared to students without indicating an interest in a technological profession.
Abstract
The purpose of this study was to survey attitudes toward technology in middle school students in Korea. To examine students' attitudes toward technology, a survey questionnaire method was used to collect technology attitude data from the middle school students in Korea. The questionnaire was composed of three parts and designed by Lee (2007). The first part of the questionnaire consisted of question about students' knowledge of technology, intended to investigate how much these students know about technology. The second part contained 11 questions pertaining to the demographic characteristics of the students which included their age, gender, grade, and also the students’ home environment. In the third part, 58 questions in total were used to examine the students attitudes toward technology. This part comprised six major components of technology attitudes proposed by Lee (2007): interest in technology, technology as an activity for both boys and girls, perception of the difficulty of technology, consequences of technology, technology in the school curriculum, and ideas about pursuing a career related to technology. Data analysis was conducted using SPSS statistical program version 17.0 for Windows. The major results of the study on Korean Students' Attitudes Toward Technology are summarized as follows. First, it is interesting to observe that overall, when the students' gender was analyzed, boys had more positive attitudes than girls in all categories. Boys had especially more positive attitudes than girls in the categories of interest and careers in technology. Second, when the characteristic of having ‘Technical Toys’ at home was examined, a positive significant effect was found in the categories of 'Role Pattern', and 'Difficulties'. Third, the analysis revealed that the factor of having a working space at home appears to influence positive outcomes with their attitudes toward 'Interest', 'Curriculum', and 'Career Aspiration'. Finally, all students who consider that careers related to technology are legitimate occupations demonstrated more positive attitudes and perceptions related to all categories compared to students without indicating an interest in a technological profession.
참고문헌 (19)
- Ankiewicz, P., "Assessing the attitudinal technology profile of South African learners: a pilot study ln Assessing technology education : Proceedings PATT-8 conference." (1997), PATT Foundation
- Bame, E. A., "Pupils’ attitudes towards technology: PATT-USA. In Teacher education for school technology- Report PATT-4 conference" (1989), PATT Foundation.
- Bame, E., "Pupils’ attitudes toward technology-PATT-USA", Journal of Epsilon Pi Tau, 12(1), pp.40~48 (1993)
- Becker, K. H., "Thai students’ attitudes and concept of technology", Journal of Technology Education, 13(2), pp.6~20 (2002)
- Bosser, R. A., "Students’ attitudes toward technology in selected technology education programs", Journal of Technology Education, 10(1), pp.4~19 (1998)
- de Klerk Wolters, F, "A PATT study among 10 to 12-year-old students in the Netherlands", Journal of Technology Education, 1(1), pp.19~27 (1989)
- de Vries, M. J., "What do Students in Dutch Technology Teacher Programmes Think of Their Subject’", Research in Science and Technological Education, 9(2), pp.173~179 (1991)
- MEST, "Korea Education Statistics & Information" (2007), Ministry of Education, Science and Technology.
- 이춘식, "학생들의 기술에 대한 태도 척도 개발", 실과교육연구, 14(2), pp.157~174 (2008), 한국실과교육연구학회
- Meide,J.B, "Pupils' attitude towards technology: Botswana ln Assessing technology education: Proceedings PATT-8 conference.", PATT Foundation. (1997)
- Michell, M., "Research design explained(4th ed.)" (2000), Hardcourt College Publishers.
- Neale,J, "A longitudinal study of pupils’ attitudes to design and technology at key stages three and four in the national curriculum", In proceedings of PATT-13, Glasgow University (2003)
- Rajecki,D.W, "Attitudes. Sunderland" (1990), Sinauer Associates.
- Ratt, J. H., "What do 13-year-old students think about technology? The conception of and the attitude towards technology of 13-year-old girls and boys", Eindhoven University of Technology, The Netherlands (ERIC Document Reproduction Service No. ED262998), ~ (1985)
- Raat, J. .H., "Report PATT Conference Vol I", Proceedinas. Eindhoven University of Technology. Eindhoven, the Netherlands (1987)
- Raat, J. H., "Pupils' Attitude Towards Technology", UNESCO-monography (1989)
- Ratt, J., "Basic principles of school technology - Report PATT-3 conference: Framework for technology education. 1" (1987), University of Technology
- Volk, K. S., "Gender and technology in Hong Kong: A study of pupils’ attitude towards technology", Journal of Technology and Design Education, 9, pp.57~71 (1999)
- Volk, K. S., "Hong Kong pupils’ attitudes towards technology: The impact of design and technology programs", Journal of Technology Education., 15(1), pp.48~63 (2003)