vol 25 no2,2025

Investigating the Features of Technological Modernization in the History Textbook of Jordan for the Secondary Stage from the Teachers' Point of View

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Investigating the Features of Technological Modernization in the History Textbook of Jordan for the Secondary Stage from the Teachers' Point of View

Abstract:

This study aims to examine the aspects of technological modernization reflected in the Jordanian history textbooks for both the first and second secondary levels, based on the perspectives of teachers in Jordan. The investigation focused on four key dimensions: the usefulness of the technological curriculum, technological content, teaching tools and activities, and technological evaluation. Additionally, the study explored whether teachers' perceptions varied according to gender, academic qualification, or years of teaching experience. The sample included 120 male and female teachers drawn from 51 public schools within the First Amman Education Directorate during the academic year 2022–2023. To address the research questions, the study adopted a descriptive methodology. A 22-item questionnaire was developed, covering the four targeted domains. The instrument was tested for validity and reliability to ensure the accuracy of the data collected. The findings revealed that teachers generally rated the integration of technological modernization in the Jordanian secondary-level history textbooks as moderate across all four areas. Furthermore, the results indicated no statistically significant differences at the level of (α=0.05) in teachers' evaluations based on gender, educational qualifications, or teaching experience.

Keywords:Impact Investigation, Technological Modernization, Jordan History Book, Secondary School History Teacher.

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