[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-599759-105":3,"doc-detail-599759-en":81,"detail-sidebar-cat-0-en-105":99},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","jordanian-social-studies-teachers-perceptions-of-competency-needed-for-implementing-technology-in-the-classroom","Jordanian Social Studies Teachers’ Perceptions of Competency Needed for Implementing Technology in the Classroom","","A cross-sectional survey using a ten-point Likert-type scale examines Jordanian seventh- to twelfth-grade social studies teachers’ perceptions of the competency needed to implement technology in classroom instruction. The study uses a modified Technology in Education Survey (TIES) with scores from 1 to 10 and adapts it into an Arabic-language version. A convenience sample of 221 teachers shows significant interactions between age and gender, with notably higher perceived competency among specific groups of female teachers.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/jordanian-social-studies-teachers-perceptions-of-competency-needed-for-implementing-technology-in-the-classroom/599759/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/jordanian-social-studies-teachers-perceptions-of-competency-needed-for-implementing-technology-in-the-classroom/599759.png","ImageObject",300,407,{"name":42,"@type":43},"PakDamar76","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"How was teachers’ perceived competency for technology implementation measured?","Question",{"text":63,"@type":64},"The study used a cross-sectional ten-point Likert-type scale survey. The instrument was a modified version of the Technology in Education Survey (TIES) with scores from 1 to 10.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What sampling approach and participants were included?",{"text":68,"@type":64},"A convenience sample of 221 Jordanian social studies teachers was used, including 135 male and 86 female teachers from seventh to twelfth grade.",{"name":70,"@type":61,"acceptedAnswer":71},"What key finding relates age and gender to perceived competency?",{"text":72,"@type":64},"A significant interaction was found between age and gender. Female teachers who were thirty or younger and those aged thirty-one to thirty-nine reported the highest mean perceptions, while teachers aged forty or older reported the lowest mean.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},599759,1792161088,{"code":4,"msg":82,"data":83},"success",{"doc_id":79,"user_id":84,"nickname":42,"user_avatar":85,"doc_module":4,"category_id":86,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":87,"file_id":88,"file_url":89,"file_type":90,"file_size":91,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":92,"language":93,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":94,"faqs":95,"seo_title":96,"seo_description":12,"update_tm":97,"read_time":98},962090893057,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d",8,"Jordanian Social Studies Teachers’ Perceptions of Competency Needed for Implementing Technology in the Classroom  \nMohammad Al Bataineh  \nJordan University of Science and Technology, Jordan  \nSharon Anderson  \nColorado State University, United States  \nAbstract  \nThis study used a cross-sectional, ten-point Likert-type scale survey design, to examine the perception of Jordanian seventh to twelfth-grade social studies teachers of the competency needed for technology implementation in their classrooms. The instrument for this study was a modified version of a survey developed by Kelly (2003) called the Technology in Education Survey (TIES) . The scale ranged from 1-10, with 1 being the lowest score, indicating not important or not competent, and 10 being the highest score, indicating very important or very competent. Due to the cultural context of the study, the researcher used an Arabic-language version of the survey used by Al Ghazo (2008) . The convenience sample (n = 221) was a blend of male (n = 135) and female teachers (n = 86) . A significant interaction was found between age and gender of social studies teachers and their perceptions of competency needed to implement technology. Female teachers who were thirty or younger and who were thirty-one to thirty-nine scored the highest mean of perceptions of competency toward implementing technology in social studies classrooms, higher than all male teachers, while male and female teachers who were forty or older scored the same lowest mean (49 .5) of perceptions of competency. Female teachers with the least teaching experience had high perceptions of competency for implementing technology in social studies classrooms, while female teachers with the most teaching experience had lower perceptions of competency than male teachers.  \nThe result of the study provides useful information to social studies educators, professional development leaders, national policy makers and teachers of social studies who are interested in understanding the factors that affect technology use in social studies classrooms in Jordan.  \nKeywords: Social studies education; Educaional technology implementation; Teacher  \ncompetency; Technology in the classroom  \nIntroduction  \nLocated in the Middle East, Jordan is an Arab country with a Muslim majority and a Christian minority. It is situated South of Syria, South West of Iraq and Saudi Arabia and East of Israel and Palestine. Both the rich ancient and modern history of Jordan shapes its geopolitical; its relations with neighboring states as well as governance at the local level. Regional conflict as well as local  \npolitical tensions constantly altered its socio-political trajectory during the course of the last fifty years. In parallel, the school system went through continuous and rapid change. (Alazzi, 2008) .  \nAlazzi (2008) outlined different time frames that have shaped social studies curriculum in Jordan. These key historical and political events can be divided into four main time frames: (a) 1921–1951;  \n(b) 1952–1977; (c) 1978–1989; (d) 1990 to the present.  \nThe 1921-1951 phase marked the Israeli Arab Conflict of 1948, a tension that had its socioeconomic and political impact from one side and the paved way for progress in social studies in Jordan. Politically, the British mandate put the Jordanian sovereignty under Britain rule. Both social studies and the educational curriculum were controlled by the colonizer. With that, the curriculum advanced British colonial interests and policy. The fields of history and geography were of main interest (Alazzi, 2008) .  \nBetween 1952 and 1977 further social studies development took place. By then Jordan gained its independence. The Ministry of Education started overshadowing development and restructure of various educational fields and social studies. The ministry added six new subjects to social studies. These were Arabic history, Arabic geography, the Arab world, philosophy, sociology, childhood educati","cbCaiqBfELPPTRMI","https://ap.wps.com/l/cbCaiqBfELPPTRMI","pdf",558511,24,"English","# Introduction\n# Abstract\n# Keywords\n# Background and Curriculum Development in Jordan\n## Historical time frames shaping social studies curriculum\n## Educational change and teaching methods\n## Political events affecting curriculum focus","[{\"question\":\"How was teachers’ perceived competency for technology implementation measured?\",\"answer\":\"The study used a cross-sectional ten-point Likert-type scale survey. The instrument was a modified version of the Technology in Education Survey (TIES) with scores from 1 to 10.\"},{\"question\":\"What sampling approach and participants were included?\",\"answer\":\"A convenience sample of 221 Jordanian social studies teachers was used, including 135 male and 86 female teachers from seventh to twelfth grade.\"},{\"question\":\"What key finding relates age and gender to perceived competency?\",\"answer\":\"A significant interaction was found between age and gender. Female teachers who were thirty or younger and those aged thirty-one to thirty-nine reported the highest mean perceptions, while teachers aged forty or older reported the lowest mean.\"}]","Jordanian Social Studies Teachers’ Perceptions of Competency Needed for Implementing Technology in the Classroom | PDF",1792089382,60,{"code":4,"msg":82,"data":100},[101,105,109,113,116,121,126,129,134,137,141],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":110,"show_sort_weight":111,"slug":112},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":114,"show_sort_weight":98,"slug":115},"Comic","comic",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":118,"show_sort_weight":119,"slug":120},6,"Technology",50,"technology",{"id":122,"doc_module":4,"doc_module_name":25,"category_name":123,"show_sort_weight":124,"slug":125},7,"Healthcare",40,"healthcare",{"id":86,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":127,"slug":128},30,"research-report",{"id":130,"doc_module":4,"doc_module_name":25,"category_name":131,"show_sort_weight":132,"slug":133},9,"Religion & Spirituality",20,"religion-spirituality",{"id":132,"doc_module":4,"doc_module_name":25,"category_name":135,"show_sort_weight":132,"slug":136},"World Cup","world-cup",{"id":138,"doc_module":4,"doc_module_name":25,"category_name":139,"show_sort_weight":138,"slug":140},10,"Lifestyle","lifestyle",{"id":142,"doc_module":4,"doc_module_name":25,"category_name":143,"show_sort_weight":55,"slug":144},19,"General","general"]