Pupils' Attitudes Towards Technology – Grade 4 (PATT-G4):  Establishing A Valid and Reliable Instrument

Papadopoulos, Joanna

Pupils' Attitudes Towards Technology – Grade 4 (PATT-G4): Establishing A Valid and Reliable Instrument

dc.contributor.author	Papadopoulos, Joanna	en
dc.contributor.committeechair	Wells, John Gaulden	en
dc.contributor.committeemember	Williams, Thomas O.	en
dc.contributor.committeemember	Billingsley, Bonnie S.	en
dc.contributor.committeemember	Bowen, Bradley Davis	en
dc.contributor.department	Education, Vocational-Technical	en
dc.date.accessioned	2022-12-01T07:00:18Z	en
dc.date.available	2022-12-01T07:00:18Z	en
dc.date.issued	2021-06-08	en
dc.description.abstract	Technological literacy is the goal of technology education and in order to attain this goal, students need to be able "to use, manage and understand technology" (ITEA, 2000/2002/2007). Students need to have positive attitudes towards technology and can engage in their technological world. Technological Literacy is an ever-increasing requirement in this 21st Century for students in order for people to engage in their technological world it may well be that we need students to be technologically literate so that we can address these up-and-coming issues. In teaching technology education at the primary level, it is essential to develop valid assessments that gauge student's attitudes about technology so that the results inform policy makers, educators, and curriculum writers to improve the schools' curriculum and advance the teaching of technology education. The purpose of this study was the validation of a modified version of the PATT-USA instrument called the Pupils' Attitudes Towards Technology – Grade 4 (PATT-G4) for use with 4th grade students to assess their attitudes and concepts toward contemporary technology. A literature review reviewing the theoretical frameworks for technology education, the educational shift towards technological literacy as well as best practices for measuring student attitudes and instrument development was conducted. This study was a non-experimental descriptive cross-sectional survey research design which included several statistical tests that were similarly used for the original PATT-USA instrument. Results from the data analysis indicated that students who were enrolled in a technology education program had more positive attitudes towards technology and technological concepts. Furthermore, both boys and girls had very strong attitudes towards the importance of technology. The conclusions and implications suggest that the PATT-G4 instrument should be administered to a larger sample size and different fourth grade populations.	en
dc.description.abstractgeneral	Technological literacy is the goal of technology education and in order to attain this goal, students need to be able "to use, manage and understand technology" (ITEA, 2000/2002/2007). Students need to have positive attitudes towards technology and can engage in their technological world. Technological Literacy is an ever-increasing requirement in this 21st Century for students in order for people to engage in their technological world it may well be that we need students to be technologically literate so that we can address these up-and-coming issues. In teaching technology education at the primary level, it is essential to develop valid assessments that gauge student's attitudes about technology so that the results inform policy makers, educators, and curriculum writers to improve the schools' curriculum and advance the teaching of technology education. The purpose of this study was the validation of a modified version of the PATT-USA instrument called the Pupils' Attitudes Towards Technology – Grade 4 (PATT-G4) for use with 4th grade students to assess their attitudes and concepts toward contemporary technology. The initial administration of this instrument was given to a sample of fourth grade students from three sub-urban elementary schools from a northeastern state. Findings indicated that students who were enrolled in a technology education program had more positive attitudes towards technology and technological concepts. Furthermore, both boys and girls had very strong attitudes towards the importance of technology. The conclusions and implications suggest that the PATT-G4 instrument should be administered to a larger sample size and different fourth grade populations.	en
dc.description.degree	Doctor of Philosophy	en
dc.format.medium	ETD	en
dc.identifier.other	vt_gsexam:31113	en
dc.identifier.uri	http://hdl.handle.net/10919/112750	en
dc.publisher	Virginia Tech	en
dc.rights	In Copyright	en
dc.rights.uri	http://rightsstatements.org/vocab/InC/1.0/	en
dc.subject	Keywords: Attitudes	en
dc.subject	Elementary Students	en
dc.subject	PATT Instrument	en
dc.subject	Pupils' Attitudes towards Technology	en
dc.title	Pupils' Attitudes Towards Technology – Grade 4 (PATT-G4): Establishing A Valid and Reliable Instrument	en
dc.type	Dissertation	en
thesis.degree.discipline	Curriculum and Instruction	en
thesis.degree.grantor	Virginia Polytechnic Institute and State University	en
thesis.degree.level	doctoral	en
thesis.degree.name	Doctor of Philosophy	en