Modern Technology in Geography Education—Attitudes of Pre-Service Teachers of Geography on Modern Technology

In this study, we focus on teachers’ attitudes to compare and evaluate their ability and readiness to implement technology education in geography lessons. First, the lack of suitable measuring instruments for our intent was identified, and we thus attempted to develop the Modern Technology Attitude...

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Autores principales:	Phillip T. Bengel, Carina Peter
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	technology education modern technologies geography teacher education attitude-study factor analysis Education L
Acceso en línea:	https://doaj.org/article/2520c0c2e81b4493943e25d4687212b8
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spelling	oai:doaj.org-article:2520c0c2e81b4493943e25d4687212b82021-11-25T17:23:32ZModern Technology in Geography Education—Attitudes of Pre-Service Teachers of Geography on Modern Technology10.3390/educsci111107082227-7102https://doaj.org/article/2520c0c2e81b4493943e25d4687212b82021-11-01T00:00:00Zhttps://www.mdpi.com/2227-7102/11/11/708https://doaj.org/toc/2227-7102In this study, we focus on teachers’ attitudes to compare and evaluate their ability and readiness to implement technology education in geography lessons. First, the lack of suitable measuring instruments for our intent was identified, and we thus attempted to develop the Modern Technology Attitude Index (MTAI) for remedy. An exploratory factor analysis helped to identify three distinguishable dimensions that depict areas of intimidation (INT), loss of control (LOC), and benefits and easement (BAE), with or through modern technology. The scales were then applied to German university students (<i>n</i> = 357). As a result, the pre-service geography teachers (<i>n</i> = 72) showed higher scores on the affinity scale than on the two aversion scales. Their subject-specific interest correlated negatively with <i>intimidation</i> and positively with the perceived <i>benefits and easements</i> of modern technology, while the perceived <i>loss of control</i> showed no significant correlation. This allows for the conclusion that the subject’s technology-related interest has an influence on cognitive and behavioral attitudes, while this is not the case for affective ones. Further, there are indications that the much-discussed gender gap in technology topics might particularly be related to people’s affective attitudes, while cognitive and behavioral dimensions seem not to be affected. Differing results in other studies on whether the gender gap still exists or not could be due to the fact that, in addition to growing social awareness and a generational change, the measuring tools used may have not yet been able to depict a sufficiently diverse range of attitudes.Phillip T. BengelCarina PeterMDPI AGarticletechnology educationmodern technologiesgeography teacher educationattitude-studyfactor analysisEducationLENEducation Sciences, Vol 11, Iss 708, p 708 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	technology education modern technologies geography teacher education attitude-study factor analysis Education L
spellingShingle	technology education modern technologies geography teacher education attitude-study factor analysis Education L Phillip T. Bengel Carina Peter Modern Technology in Geography Education—Attitudes of Pre-Service Teachers of Geography on Modern Technology
description	In this study, we focus on teachers’ attitudes to compare and evaluate their ability and readiness to implement technology education in geography lessons. First, the lack of suitable measuring instruments for our intent was identified, and we thus attempted to develop the Modern Technology Attitude Index (MTAI) for remedy. An exploratory factor analysis helped to identify three distinguishable dimensions that depict areas of intimidation (INT), loss of control (LOC), and benefits and easement (BAE), with or through modern technology. The scales were then applied to German university students (<i>n</i> = 357). As a result, the pre-service geography teachers (<i>n</i> = 72) showed higher scores on the affinity scale than on the two aversion scales. Their subject-specific interest correlated negatively with <i>intimidation</i> and positively with the perceived <i>benefits and easements</i> of modern technology, while the perceived <i>loss of control</i> showed no significant correlation. This allows for the conclusion that the subject’s technology-related interest has an influence on cognitive and behavioral attitudes, while this is not the case for affective ones. Further, there are indications that the much-discussed gender gap in technology topics might particularly be related to people’s affective attitudes, while cognitive and behavioral dimensions seem not to be affected. Differing results in other studies on whether the gender gap still exists or not could be due to the fact that, in addition to growing social awareness and a generational change, the measuring tools used may have not yet been able to depict a sufficiently diverse range of attitudes.
format	article
author	Phillip T. Bengel Carina Peter
author_facet	Phillip T. Bengel Carina Peter
author_sort	Phillip T. Bengel
title	Modern Technology in Geography Education—Attitudes of Pre-Service Teachers of Geography on Modern Technology
title_short	Modern Technology in Geography Education—Attitudes of Pre-Service Teachers of Geography on Modern Technology
title_full	Modern Technology in Geography Education—Attitudes of Pre-Service Teachers of Geography on Modern Technology
title_fullStr	Modern Technology in Geography Education—Attitudes of Pre-Service Teachers of Geography on Modern Technology
title_full_unstemmed	Modern Technology in Geography Education—Attitudes of Pre-Service Teachers of Geography on Modern Technology
title_sort	modern technology in geography education—attitudes of pre-service teachers of geography on modern technology
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/2520c0c2e81b4493943e25d4687212b8
work_keys_str_mv	AT philliptbengel moderntechnologyingeographyeducationattitudesofpreserviceteachersofgeographyonmoderntechnology AT carinapeter moderntechnologyingeographyeducationattitudesofpreserviceteachersofgeographyonmoderntechnology
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Modern Technology in Geography Education—Attitudes of Pre-Service Teachers of Geography on Modern Technology

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