Abstract
In this study, the Integrated Scale of Technology Use in Physics (ISTUP) was developed to determine students’ frequency of technology use, their perceptions about the effects of technology use on physics interest and achievement, and their preferences of technological tools and applications in learning physics. The scale was administered two different times to 670 high school students in total who took physics courses. Exploratory and confirmatory factor analyses were conducted to validate the scale. The results of the study suggest that the ISTUP is a valid and reliable scale. Students’ frequency of technology use in learning physics corresponded to ‘sometimes’. Students perceived that technology use had slightly positive effect on their interest and achievement. Findings regarding the interrelations between students’ preference for technological tools and applications were also discussed.
Highlights
With the changing paradigm in education, different roles have been assigned to schools, teachers and learners (Reigeluth 2012)
The results indicated that the data displayed a similar structure for perceptions about interest and achievement
It was found that the ISTUP was a valid and reliable scale for students taking physics courses at high school level
Summary
With the changing paradigm in education, different roles have been assigned to schools, teachers and learners (Reigeluth 2012). Learners are viewed as active constructors of their knowledge by using appropriate technological tools under the skillful guidance of their teachers This shift towards interactivity between students, teachers and educational technology requires deep investigations of students’ perspectives about technological tools (Landry, Griffeth, and Hartman 2006). If students tend to believe that certain technologies are useful for their performance and easy to adopt, they possess positive intentions to use these technologies (Landry, Griffeth, and Hartman 2006) In this regard, investigating students’ perceptions of the effects of educational technology tools is of importance. Another important variable that is influential on students’ adoption of technological tools is their preferences Dear students, This scale has been prepared to determine how often you use technology to learn the physics lessons, and how its use affects your academic success and your interest in the physics course. Online concept maps enriched with digital content are used to manage the learning processes of students which may positively affect their academic performance and attitudes (Korur, Toker, and Eryılmaz 2016)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
