STUDENT READINESS FOR TECHNOLOGY-ENHANCED HISTORY EDUCATION IN TURKISH HIGH SCHOOLS

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.

[1]  Benjamin S. Bloom,et al.  Taxonomy of Educational Objectives: The Classification of Educational Goals. , 1957 .

[2]  Richard W. Morshead.  Taxonomy of Educational Objectives Handbook II: Affective Domain , 1965 .

[3]  Leslie J. Briggs,et al.  Principles of Instructional Design , 1974 .

[4]  K. Dunn,et al.  Teaching Elementary Students Through Their Individual Learning Styles: Practical Approaches for Grades 3-6 , 1978 .

[5]  H. Mitzel,et al.  Encyclopedia of educational research , 1982 .

[6]  D. Kolb.  Experiential Learning: Experience as the Source of Learning and Development , 1983 .

[7]  H. Gardner,et al.  Frames of Mind: The Theory of Multiple Intelligences , 1983 .

[8]  J. Goodlad.  A Place Called School , 1984 .

[9]  Patricia M. Greenfield,et al.  Mind and Media: The Effects of Television, Video Games, and Computers , 1984 .

[10]  W. Doyle,et al.  Classroom research on matching learning and teaching styles , 1984 .

[11]  Larry Cuban.  Teachers and machines : the classroom use of technology since 1920 , 1986 .

[12]  N. Dixon,et al.  The Kolb Model Modified for Classroom Activities , 1987 .

[13]  W. Dick.  A History of Instructional Design and Its Impact on Educational Psychology , 1987 .

[14]  A. Chickering,et al.  Seven Principles for Good Practice in Undergraduate Education , 1987, CORE.

[15]  J. Reid.  The Learning Style Preferences of ESL Students. , 1987 .

[16]  Nurettin Fidan.  Problems and issues central to the use of microcomputers in schools , 1988 .

[17]  L. Curry.  A Critique of the Research on Learning Styles. , 1990 .

[18]  David F. Lancy.  Microcomputers and the Social Studies , 1990 .

[19]  C. Bonwell,et al.  Active learning : creating excitement in the classroom , 1991 .

[20]  Brian Dille,et al.  Identifying Predictors of High Risk among Community College Telecourse Students , 1991 .

[21]  M. R. Leippe,et al.  The Psychology of Attitude Change and Social Influence , 1991 .

[22]  Yong-Chil Yang,et al.  The Effects of Media on Motivation and Content Recall: Comparison of Computer- and Print-Based Instruction , 1991 .

[23]  Anthony P. Carnevale,et al.  Learning: The Critical Technology. , 1992 .

[24]  K. Dunn,et al.  Bringing Out the Giftedness in Your Child: Nurturing Every Child's Unique Strengths, Talents, and Potential , 1992 .

[25]  G. Rolfe.  Towards a theory of student-centred nurse education: overcoming the constraints of a professional curriculum. , 1993, Nurse education today.

[26]  R. Dunn,et al.  Learning Styles of Mexican American and Anglo-American Elementary School Students , 1993 .

[27]  Donald P. Ely,et al.  The Field of Educational Technology: A Dozen Frequently Asked Questions. ERIC Digest. , 1993 .

[28]  Barbara Seels,et al.  Instructional Technology: The Definition and Domains of the Field , 1994 .

[29]  A. Klavas.  Learning Style Program Boosts Achievement and Test Scores: In Greensboro, North Carolina , 1994 .

[30]  Dan Kearns,et al.  Using Kolb: implementation and evaluation of facilitation skills , 1995 .

[31]  David Robotham,et al.  Self‐directed learning , 1995 .

[32]  Steven Hackbarth,et al.  The Educational Technology Handbook: A Comprehensive Guide : Process and Products for Learning , 1996 .

[33]  Todd Oppenheimer,et al.  The Computer Delusion. , 1997 .

[34]  Glen A. Holmes,et al.  Culture as a Decision Variable for Designing Computer Software , 1997 .

[35]  Clara C. Park,et al.  Learning Style Preferences of Korean, Mexican, Armenian-American, and Anglo Students in Secondary Schools , 1997 .

[36]  A. Yildirim.  Teaching and learning of middle school social studies in Turkey : an analysis of curriculum implementation , 1997 .

[37]  Gary B. Nash.  History on trial , 1997 .

[38]  Clara C. Park,et al.  Learning Style Preferences of Asian American (Chinese, Filipino, Korean, and Vietnamese) Students in Secondary Schools , 1997 .

[39]  Harold H. Wenglinsky.  Does It Compute? The Relationship between Educational Technology and Student Achievement in Mathematics. , 1998 .

[40]  Robert Schware,et al.  Technology in education: the Turkish experiment , 1998 .

[41]  T. Reeves.  The Impact of Media and Technology in Schools A Research Report prepared for The Bertelsmann Foundation , 1998 .

[42]  F. Muse.  A Look at the Benefits of Individualized Instruction in a Juvenile Training School Setting: How Continuous Progress Accelerates Student Performance. , 1998 .

[43]  C. Griffin,et al.  The Theory and Practice of Learning , 1998 .

[44]  Gary B. Nash,et al.  History on trial : culture wars and the teaching of the past , 1998 .

[45]  C. Tomlinson.  Leadership for Differentiated Classrooms. , 1999 .

[46]  Daniel Ang,et al.  Cultural Issues in the Design of Technology-Enhanced Learning Systems , 1999, Br. J. Educ. Technol..

[47]  D. Diaz,et al.  Students' Learning Styles in Two Classes: Online Distance Learning and Equivalent On-Campus , 1999 .

[48]  Susan K. Wolcott,et al.  Service‐Learning Outcomes: Guidelines for Educators and Researchers , 2000 .

[49]  Carl B. Clements,et al.  The Challenge of Individualized Instruction in Corrections , 2000 .

[50]  John M. Oughton,et al.  The Effect of Hypermedia Knowledge and Learning Style on Student-Centered Concept Maps about Hypermedia , 2000 .

[51]  A. Grasha,et al.  Integrating Teaching Styles and Learning Styles with Instructional Technology , 2000 .

[52]  Virginia A. Baldwin,et al.  Learning Styles: Teaching Technology Subjects Can Be More Effective. , 2001 .

[53]  Robert A. Reiser.  A history of instructional design and technology: Part II: A history of instructional design , 2001 .

[54]  Change management in primary care: design and evaluation of an internet‐delivered course , 2001, Medical education.

[55]  Joel B. Stellwagen.  A Challenge to the Learning Style Advocates , 2001 .

[56]  S. Wineburg,et al.  Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past , 2002 .

[57]  Kimberly A. Neuendorf,et al.  The Content Analysis Guidebook , 2001 .

[58]  Ismail H. Demircioglu.  Does the Teaching of History in Turkey Need Reform , 2001 .

[59]  Jan Smith.  Learning Styles: Fashion Fad or Lever for Change? The Application of Learning Style Theory to Inclusive Curriculum Delivery , 2002 .

[60]  B. Akkoyunlu.  Educational Technology in Turkey: Past, Present and Future , 2002 .

[61]  Alec M. Bodzin,et al.  CHALLENGES IN IMPLEMENTING TECHNOLOGY-RICH CURRICULAR HIGH SCHOOL BIOLOGY MATERIALS: FIRST YEAR FINDINGS FROM THE EXPLORING LIFE PROJECT , 2002 .

[62]  C. Acharya,et al.  Students' Learning Styles and Their Implications for Teachers , 2002 .

[63]  Ramākānta Miśra,et al.  शैक्षिकप्रविधिः = Educational technology , 2006 .

[64]  The Existence of Learning Styles: Myth or Reality , 2007 .