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Using computers and technology in th...

Roberts, Beverly Sosebee.

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Using computers and technology in the social studies classroom: A study of practical pedagogy.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Using computers and technology in the social studies classroom: A study of practical pedagogy./
作者:	Roberts, Beverly Sosebee.
面頁冊數:	284 p.
附註:	Adviser: Beverly J. Armento.
Contained By:	Dissertation Abstracts International63-11A.
標題:	Education, Secondary. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3069687
ISBN:	0493893164

Using computers and technology in the social studies classroom: A study of practical pedagogy.
Roberts, Beverly Sosebee.

Using computers and technology in the social studies classroom: A study of practical pedagogy. - 284 p.

Adviser: Beverly J. Armento.

Thesis (Ph.D.)--Georgia State University, 2002.

The purpose of this study is to explore the many and varied ways secondary social studies teachers have implemented a practical pedagogy incorporating computers and technology for teaching and learning in authentic classroom settings. Past studies have shown that few social studies teachers are actively implementing a computer-based pedagogy. Therefore, social studies teachers are interviewed via e-mail in order to reach as many as possible of the teachers who have implemented a computer-based practical pedagogy. Teachers are located via instructional web sites and class web pages. Each e-mail interview takes on the form a conversation between researcher and participant. The interview examines what the teacher is doing to implement a computer-based pedagogy and what barriers and resistance he or she was overcoming. Finally the interview examines the reasons the teacher chose to use a computer-based pedagogy to teach this particular area of social studies content. Teachers who take part in the study will be enthusiastic technology users anxious to share their work in technology rich environments. The study is based on Larry Cuban's concept of practical pedagogy and seeks to contribute to a case literature of teaching advocated by Lee Shulman. This study contributes to the development of the case literature on methods for teaching social studies using computers and technology.

ISBN: 0493893164Subjects--Topical Terms:

539262
Education, Secondary.

Using computers and technology in the social studies classroom: A study of practical pedagogy.
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520 $a The purpose of this study is to explore the many and varied ways secondary social studies teachers have implemented a practical pedagogy incorporating computers and technology for teaching and learning in authentic classroom settings. Past studies have shown that few social studies teachers are actively implementing a computer-based pedagogy. Therefore, social studies teachers are interviewed via e-mail in order to reach as many as possible of the teachers who have implemented a computer-based practical pedagogy. Teachers are located via instructional web sites and class web pages. Each e-mail interview takes on the form a conversation between researcher and participant. The interview examines what the teacher is doing to implement a computer-based pedagogy and what barriers and resistance he or she was overcoming. Finally the interview examines the reasons the teacher chose to use a computer-based pedagogy to teach this particular area of social studies content. Teachers who take part in the study will be enthusiastic technology users anxious to share their work in technology rich environments. The study is based on Larry Cuban's concept of practical pedagogy and seeks to contribute to a case literature of teaching advocated by Lee Shulman. This study contributes to the development of the case literature on methods for teaching social studies using computers and technology.
520 $a The study proposes a continuum of methods that involve teachers, students and technology. Moving along the continuum, the role of the teacher as the decision-maker and controller of technology gives way and the role of the student in decision-making and controlling technology increases. Methods are grouped based on shared characteristics but there are certain characteristics that are true across the curriculum. The study also finds that the participants are not experiencing barriers that have been often reported in previous studies but do deal with new types of barriers including networking problems and students who use the computers to “cheat.” The study also proposes a process that a teacher goes through to change his or her practical pedagogy. Finally, the study concludes that teachers are incorporating computers and technology into existing teaching, practices with little “revolution.”
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