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Exemplary social studies teachers' u...

Lipscomb, George B.

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Exemplary social studies teachers' use of technology in the classroom.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Exemplary social studies teachers' use of technology in the classroom./
作者:	Lipscomb, George B.
面頁冊數:	270 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-01, Section: A, page: 0111.
Contained By:	Dissertation Abstracts International65-01A.
標題:	Education, Social Sciences. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3120133

Exemplary social studies teachers' use of technology in the classroom.
Lipscomb, George B.

Exemplary social studies teachers' use of technology in the classroom. - 270 p.

Source: Dissertation Abstracts International, Volume: 65-01, Section: A, page: 0111.

Thesis (Ph.D.)--University of Florida, 2003.

This study investigated three exemplary social studies teachers and their use of technology in the classroom. Literature on teacher beliefs, teacher learning, facilitators and barriers to technology use, and social studies and technology helped to frame the study and clarify research questions. A case study methodology was used to gain insight into these teachers' classrooms and describe the process in which they integrated technology into their instruction. Extensive classroom observations, interviews, and teacher materials provided the data to complete this investigation.Subjects--Topical Terms:

1019148
Education, Social Sciences.

Exemplary social studies teachers' use of technology in the classroom.
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245 1 0 $a Exemplary social studies teachers' use of technology in the classroom.
300 $a 270 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-01, Section: A, page: 0111.
500 $a Chair: Elizabeth A. Yeager.
502 $a Thesis (Ph.D.)--University of Florida, 2003.
520 $a This study investigated three exemplary social studies teachers and their use of technology in the classroom. Literature on teacher beliefs, teacher learning, facilitators and barriers to technology use, and social studies and technology helped to frame the study and clarify research questions. A case study methodology was used to gain insight into these teachers' classrooms and describe the process in which they integrated technology into their instruction. Extensive classroom observations, interviews, and teacher materials provided the data to complete this investigation.
520 $a This study suggests that it is instructive to focus on social studies teachers in common classroom situations where they have had to manage with limited technological resources. Two middle schools and one K–12 school in Florida served as the typical settings in this study and provided each exemplary teacher with a unique set of circumstances in which to use technology. Despite numerous barriers, these teachers engaged their students in a number of compelling activities using technology.
520 $a Findings from this study suggest that social studies teachers use a broad definition of technology, not limiting their applications to computers, but expanding the definition to include low-tech devices such as the VCR, CD player, and slide projector. They also show that educators should not be distracted by the image that technological applications can present; but they should use technology that will truly enhance their teaching. In addition, schools and school districts should rethink the professional development available for social studies teachers and make more effort to match this training to instructional needs. Finally, schools need to evaluate the necessity of the computer lab and consider placing more computers in individual classrooms.
520 $a Suggestions for further study include a continued examination of typical classroom settings, further investigation into the role of independent learning, additional exploration of the practices of exemplary teachers, and a renewed focus on the overall role that technology is having to improve teaching and learning in the social studies classroom.
590 $a School code: 0070.
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