The Impact of ICT on Pupils’ Achievement and Attitudes in Social Studies

Öz

The aim of this study is to investigate the impact of teaching social studies with the help of CT on pupils’ achievement in social studies. A history, geography and culture oriented theme was selected from the social studies curriculum for the research, Turks on the Silk Road. A multimedia CD, documentaries, PowerPoint and so on were used to teach social studies to 6th graders. The research design of the study is quasi experimental. Three different research tools were used to collect data: an academic achievement test, an attitude measurement scale on social studies education and an attitude measurement scale on ICT. When achievement post test scores were treated as dependent variable in blockwise regression analysis the followings are found: Pupils’ attitudes towards the subject and ICT do not have an effect on their post-test achievement scores. However, their prior knowledge on the subject and the treatment i.e. teaching social studies with ICT have a positive effect on their achievement. Teaching social studies with ICT do not have any statistically significant effect on pupils’ attitudes toward social studies lesson. Thus, it is recommended that teachers and policy makers should find ways to formulate effective ICT integration applications for social studies.

Anahtar Kelimeler

• Social studies; ICT; achievement; attitudes

Kaynakça

1. Acun, I. (2012). Bilgisayar destekli ogretim uygulamalari. C. Ozturk (ed.).Sosyal bilgiler ogretimi (2. ed., pp.344-364). Ankara: PegemA.
2. Acun, I. (2013). Attitudes in a web-supported learning environment. Education, 5(2), 562- 569.
3. Acun, I. (2014). Web-supported effective human rights, democracy and citizenship education? Computers & Education. 70, 21-28.
4. Anderson, R. E. (2008). Implication of the information and knowledge society for education. In J. Voogt, & G. Knezek (eds.), International handbook of information technology in primary and secondary education. (pp. 5-22). New York: Springer.
5. Archer, K., Savage, R., Sanghera-Sidhu, S., Wood, E., Gottardo, A. & Chen, V. (2014). Examining the effectiveness of technology use in classrooms: A tertiary meta-analysis. Computers & Education. 78, 140-149. Ata, B. (2012). Sosyal bilgiler ogretim programi. C. Ozturk (ed.), Sosyal bilgiler ogretimi (2. ed pp. 33-47). Ankara: PegemA
6. Beck, D. & Eno, J. (2012). Signature pedagogy: A literature review of social studies and technology research. Computers in Schools, 29, 70-94.
7. Blackwell, C. K., Lauricella, A. R., Wartella, E., Robb, M. & Schomburg, R. (2013). Adoption and use of technology in early education: The interplay of extrinsic barriers and teacher attitudes. Computers & Education. 69, 310-319.
8. Cole, R. (ed.). (2000).Issues in web-based pedagogy, London: Greenwood Press

9. Chien, H.-M, Kao, C.-C.Yeh, I.-J.& Lin, K.-Y. (2012). Examining the relationship between teachers’ attitudes and motivation toward web-based professional development: A Structural equation modeling approach. The Turkish Online Journal of Educational Technology, 11 (2), 120-127.
10. Dawson, K., Bull, G., & Swain, C. (2000). Considerations for the diffusion of technological innovations in social studies teaching and learning. Theory and Research in Social Education, 28(4), 587-595.
11. Dede, C. (2008). Theoretical perspectives influencing the use of information technology in teaching and learning. In J. Voogt, & G. Knezek (eds.), International handbook of information technology in primary and secondary education (pp.43-59). New York: Springer. Doganay, A. (2012). Degerler egitimi. C. Ozturk (ed.).Sosyal bilgiler ogretimi (2. ed., pp.344- 364). Ankara: PegemA.
12. Efe, R. (2011). Science student teachers and educational technology: Experience, intentions, and value. Educational Technology & Society, 14(1), 228–240.
13. Ertmer, P. A. (2005). Teacher pedagogical beliefs: the final frontier in our quest for technology integration? Educational Technology Research and Development. 53(4), 25–39.
14. Fairlie, R. W. & Robinson, J. (2013). Experimental evidence on effects of home computers on academic achievement among school children. NBER working paper no. 19060. On-line http://www.nber.org/papers/w19060. Last accessed 18.09.2014.
15. Gulbahar, Y. & Guven, I. (2008). A survey on ICT usage and the perceptions of social studies teachers in Turkey. Educational Technology & Society, 11 (3), 37-51.
16. Kao, C.-P. & Tsai, C.-C. (2009).Teacher’s attitudes toward web-based professional development, with relation to internet self-efficacy and beliefs about web-based learning. Computers & Education, 53, 66-73.
17. Kzenek, G. & Christensen, R. (2008). The importance of computer attitudes and competencies in primary and secondary schools. In J. Voogt & G. Kzenek (eds.). International handbook of information technology in primary and secondary education (pp. 321-328). New York: Springer.
18. Lai, Kwok-Wing (2008). ICT supporting the learning process: The premise, reality and promise. In J. Voogt, & G. Knezek (eds.). International handbook of information technology in primary and secondary education. (pp. 215-227). New York: Springer.
19. Liao, Y. C. (2007). Effects of computer-assisted instruction on students’ achievement in Taiwan: A meta-analysis. Computers & Education. 48, 216-233.
20. Liaw, S. S., Huang, H. M., & Chen, G. D. (2007). Surveying instructor and learner attitudes toward e-learning. Computers & Education, 49, 1066-1080.
21. Maddux, C. & Cummings, R. (2004). Fad, fashion, and the weak role of theory and research
22. in information technology in education. Journal of Technology and Teacher Education, 12, 511–533.
23. M.E.B. (2006). Ilkogretim sosyal bilgiler dersi 6.sinif ogretim programi ve kilavuzu. Ankara
24. M.E.B. (2011). FATIH projesi. On-line: http://fatihprojesi.meb.gov.tr/tr/index.php last accessed at 02.01.2014.
25. Ozturk, C &Dilek, D. (2005). Hayat bilgisi ve sosyal bilgiler ogretim programları. C. Ozturk& D. Dilek (eds.). Hayat bilgisi ve sosyal bilgiler ogretimi. (pp. 3-22). Ankara: PegemA
26. Pilli, O. & Aksu, M. (2013). The effects of computer-assisted instruction on the achievement, attitudes and retention of fourth grade mathematics students in North Cyprus. Computers & Education, 62, 62-71.
27. Safran, M. (2004). Ilkogretim programlarında yeni yaklasimlar sosyal bilgiler (4–5. sinif)” Bilim ve Aklin Aydinliginda Egitim
28. Dergisi, 5 (54–55),
29. on-line http://yayim.meb.gov.tr/dergiler/sayi54-55/safran.htm. Last accessed 12.01.2008.
30. Senemoglu, N. (2008). Gelisim, ogrenme ve ogretim: Kuramdan uygulamaya. Ankara: Gazi Kitabevi
31. Shieh, R. S. (2012). The impact of technology enabled active learning (TEAL) implementation on student learning and teachers’ teaching in high school context. Computers & Education, 59. 206-214.
32. Teyfur, E. (2010). Yapılandırmacı teoriye gore hazırlanmış bilgisayar destekli öğretimin 9. Sınıf coğrafya dersinde öğrenci tutumu ve başarısına etkisi. Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi, 11 (3), 85-106
33. Underwood, J. & Dillon, G. (2011).Chasing dreams and recognizing realities: teachers’ responses to ICT. Technology, Pedagogy and Education. 20 (3). 317-330.
34. Voogt, J. (2008). IT and the curriculum processes: Dilemmas and challenges. In J. Voogt, & G. Knezek (Eds.), International handbook of information technology in primary and secondary education (pp.117-128). New York: Springer.
35. Watson, W. R., Mong, C. J. & Harris, C. A. (2011).A case study of the in-class use of a video game for teaching high school history. Computers & Education, 56, 466-474.
36. Yanpar, T. (2012). Etkili ve anlamli ogrenme icin kuramsal yaklasimlar ve yapilandirmacilik. C. Ozturk (ed.), (2 nd
37. ed.) Sosyal bilgiler ogretimi (pp.51-76). Ankara: PegemA
38. Yesiltas, E. & Sonmez, O. F. (2009). Sosyal bilgiler ogretiminde bilgisayar kullanimi ve bilgisayar tabanli material gelistirme. R. Turan, A. M. Sunbul & K. Ulusoy (eds.). Sosyal bilgiler ogretimi (pp.387-413). Ankara: PegemA
39. Yılmaz, N. & Alıcı, S. (2011). Investigating pre-service early childhood teachers’ attitudes towards the computer based education in science activities. The Turkish Online Journal of Educational Technology, 10 (3), 161-167.
40. Yucel, C., Acun, I., Tarman, B. & Mete, T. (2010). A Model to explore teachers’ ICT integration stages. The Turkish Online Journal of Educational Technology, 9(4), 444-456.
41. Zhao, Y. & Bryant, F.L. (2006). Can teacher technology integration training alone lead to high levels of technology integration? A qualitative look at teachers’ technology integration after state mandated technology training. Electronic Journal for the Integration of Technology in Education, 5,53-62.