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

Phillip T Bengel,Carina Peter

doi:10.3390/educsci11110708

Abstract

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 (n = 357). As a result, the pre-service geography teachers (n = 72) showed higher scores on the affinity scale than on the two aversion scales. Their subject-specific interest correlated negatively with intimidation and positively with the perceived benefits and easements of modern technology, while the perceived loss of control 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.

Highlights

Accepted: 31 October 2021Two phenomena in particular are increasingly affecting life on our planet and are followed by long-term consequences and effects on societies and the environment: Together with climate change, environmental degradation with the loss of biodiversity, and the resulting ecological and social crises [1,2,3,4], humanity is facing a constantly accelerating technological progress and the associated digital shift in society [5,6,7]
We focus on attitudes, as for one, they are known to influence teachers’ qualities [44,48,63], secondly, they can be expected to have a significant influence on students [48,51,81], and third, due to rather clear definitions, their measurability seems quite efficiently compared to other more abstract constructs, such as
The factor analysis revealed a three-factor solution with clearly shaped dimensions which are convincing in terms of content and fit into the psychometrical framework

Summary

Introduction

Two phenomena in particular are increasingly affecting life on our planet and are followed by long-term consequences and effects on societies and the environment: Together with climate change, environmental degradation with the loss of biodiversity, and the resulting ecological and social crises [1,2,3,4], humanity is facing a constantly accelerating technological progress and the associated digital shift in society [5,6,7] The latter might harbor social and ecological risks itself, and brings great potential for solving some of the core problems of our time [8,9,10,11]. Spatial analyzes have reached a new level through global positioning systems

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Discussion

Conclusion