Attitudes toward technology and development of technological literacy of gifted and talented elementary school students

摘要

Understanding how the universe works is fundamental to human nature, but needing to know has become essential for safely managing our future.It is our charge as educators to produce students with greater scientific and technological literacy and to encourage highly competent, ethically responsible young scientists and engineers.The Interna tional Technology Education Association urges the implementation of the Technology Content Standards in K-12 in all schools to ensure technological literacy for all students.Research is needed to explore ways to promote positive attitudes toward technology and develop technological literacy in all students.The purpose of this study was to examine the use of specific technology activities and experiences in an elementary school classroom of gifted and talent fifth-grade students.A mixed methodology was used to explore the three primary research questions: (a) what are student attitudes and perceptions related to technology, (b) what are student attitudes and perceptions related to robotics, and (c) what student technological literacy outcomes are related to the use of technology education activities and experiences?Gender differences related to each of these primary research questions were also investigated.iii A principal component analysis identified four subscales: Girls and Technology, Interest in Technology, Ability to Do Technology, and Value of Technology.In three of the four subscales, there were gender differences related to changes in student attitudes and perceptions.Girls perceived that girls were equally capable of participating in technology.Boys perceived that it required more ability to do technology and perceived less value related to technology.All students who engaged in technology education activities demonstrated more positive attitudes and perceptions related to interest in and value of technology compared to students without these activities.Girls also displayed more positive attitudes and perceptions related to robotics.Focus group interviews confirmed these findings and identified additional gender issues associated with roles and work habits.Both girls and boys demonstrated proficiency in the targeted Technology Content Standards and identified key technology features, including problem solving, programming, connections to mathematics and science, and teamwork.ix