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Computers in the social studies: Ho...

Johnson, Theresa Lea.

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Computers in the social studies: How and why computers are used as an instructional tool.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Computers in the social studies: How and why computers are used as an instructional tool./
作者:	Johnson, Theresa Lea.
面頁冊數:	258 p.
附註:	Adviser: Patricia Grant Avery.
Contained By:	Dissertation Abstracts International63-11A.
標題:	Education, Secondary. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3072669
ISBN:	0493925031

Computers in the social studies: How and why computers are used as an instructional tool.
Johnson, Theresa Lea.

Computers in the social studies: How and why computers are used as an instructional tool. - 258 p.

Adviser: Patricia Grant Avery.

Thesis (Ph.D.)--University of Minnesota, 2002.

The purpose of this study was to learn more about the intellectual quality of secondary social studies teachers' computer-supported instruction and the effect of various contextual and personal factors on their decision to use technology in the classroom. Multiple-embedded case study design (Yin, 1989) was used to investigate how and why four “typical” social studies teachers used computers as an instructional tool. During each observation, Newmann, Secada, and Wehlage's (1995) standards for intellectual quality were used to evaluate the intellectual quality of the teacher's instruction. Multiple interviews of each participant indicated the impact of personal and contextual factors on her use of computers in the classroom.

ISBN: 0493925031Subjects--Topical Terms:

539262
Education, Secondary.

Computers in the social studies: How and why computers are used as an instructional tool.
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245 1 0 $a Computers in the social studies: How and why computers are used as an instructional tool.
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500 $a Adviser: Patricia Grant Avery.
500 $a Source: Dissertation Abstracts International, Volume: 63-11, Section: A, page: 3902.
502 $a Thesis (Ph.D.)--University of Minnesota, 2002.
520 $a The purpose of this study was to learn more about the intellectual quality of secondary social studies teachers' computer-supported instruction and the effect of various contextual and personal factors on their decision to use technology in the classroom. Multiple-embedded case study design (Yin, 1989) was used to investigate how and why four “typical” social studies teachers used computers as an instructional tool. During each observation, Newmann, Secada, and Wehlage's (1995) standards for intellectual quality were used to evaluate the intellectual quality of the teacher's instruction. Multiple interviews of each participant indicated the impact of personal and contextual factors on her use of computers in the classroom.
520 $a In each of the observed lessons, students used computers in their social studies classes to access information available on the Internet. Importantly, the way students used the information accessed varied from lesson to lesson. Data analysis also revealed that participating teachers rarely implemented computer-supported instruction characterized by high levels of intellectual quality. Encouragingly, the observation of two lessons that received high scores on Newmann and associates' standards for intellectual quality (1995) indicated that it is possible to develop lessons in which students use computers to accomplish intellectually challenging goals. It was also encouraging to discover that minor lesson adaptations would have increased the intellectual quality of teachers' instruction.
520 $a A number of interrelated factors influenced teachers' use of computers in the classroom. Among the factors that affected participating social studies teachers' use of computers were their instructional goals and objectives, access to computers, individual philosophies of education, and comfort level with computers. It is notable that formal computer training, access to a computer troubleshooter, and external pressure appeared to have little impact on participating teachers' use of computers as an instructional tool.
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