{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/112750"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/112750","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"Pupils' Attitudes Towards Technology – Grade 4 (PATT-G4): Establishing A Valid and Reliable Instrument","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.","abstract_html":"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.","abstract_has_math":false,"creators":["Papadopoulos, Joanna"],"institution":"Virginia Tech","degree_name":"Doctor of Philosophy","degree_level":"doctoral","degree_discipline":"Curriculum and Instruction","degree_department":"Education, Vocational-Technical","school":null,"contributors":[],"advisors":[],"committee_chairs":["Wells, John Gaulden"],"committee_members":["Williams, Thomas O.","Billingsley, Bonnie S.","Bowen, Bradley Davis"],"year":2021,"date_issued":"2021-06-08","date_published":"2021-06-08","updated_at":"2026-07-22T22:20:23Z","subjects":["Keywords: Attitudes","Elementary Students","PATT Instrument","Pupils' Attitudes towards Technology"],"languages":[],"rights":["In Copyright"],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["vt_gsexam:31113"],"render_values":[{"text":"vt_gsexam:31113","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/10919/112750","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["Wells, John Gaulden"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Williams, Thomas O.","Billingsley, Bonnie S.","Bowen, Bradley Davis"]},{"key":"dc:contributor.department","label":"Department","values":["Education, Vocational-Technical"]},{"key":"dc:creator","label":"Author","values":["Papadopoulos, Joanna"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2022-12-01T07:00:18Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2022-12-01T07:00:18Z"]},{"key":"dc:date.issued","label":"Date","values":["2021-06-08"]},{"key":"dc:publisher","label":"Institution","values":["Virginia Tech"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum and Instruction"]},{"key":"thesis:degree_level","label":"Degree Level","values":["doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Virginia Polytechnic Institute and State University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Keywords: Attitudes","Elementary Students","PATT Instrument","Pupils' Attitudes towards Technology"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["In Copyright"]},{"key":"dc:rights.uri","label":"Rights URI","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["vt_gsexam:31113"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10919/112750"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["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). 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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. 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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. 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