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Powerful methods: A framework for e...

Heafner, Tina Lane.

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Powerful methods: A framework for effective integration of technology in secondary social studies.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Powerful methods: A framework for effective integration of technology in secondary social studies./
作者:	Heafner, Tina Lane.
面頁冊數:	217 p.
附註:	Director: Gerald Ponder.
Contained By:	Dissertation Abstracts International63-07A.
標題:	Education, Secondary. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3060354
ISBN:	0493759883

Powerful methods: A framework for effective integration of technology in secondary social studies.
Heafner, Tina Lane.

Powerful methods: A framework for effective integration of technology in secondary social studies. - 217 p.

Director: Gerald Ponder.

Thesis (Ph.D.)--The University of North Carolina at Greensboro, 2002.

A statewide study of technology use in secondary social studies was conducted in North Carolina using a survey design. The study identified existing uses of technology in secondary social studies classrooms and teachers' perceptions of effective technology integration. This study examined teachers' technology use and student classroom technology use, teachers' pedagogical practices, teachers' beliefs about technology, teachers' motivations when using technology, and teachers' definitions of effective integration of technology in secondary social studies.

ISBN: 0493759883Subjects--Topical Terms:

539262
Education, Secondary.

Powerful methods: A framework for effective integration of technology in secondary social studies.
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245 1 0 $a Powerful methods: A framework for effective integration of technology in secondary social studies.
300 $a 217 p.
500 $a Director: Gerald Ponder.
500 $a Source: Dissertation Abstracts International, Volume: 63-07, Section: A, page: 2500.
502 $a Thesis (Ph.D.)--The University of North Carolina at Greensboro, 2002.
520 $a A statewide study of technology use in secondary social studies was conducted in North Carolina using a survey design. The study identified existing uses of technology in secondary social studies classrooms and teachers' perceptions of effective technology integration. This study examined teachers' technology use and student classroom technology use, teachers' pedagogical practices, teachers' beliefs about technology, teachers' motivations when using technology, and teachers' definitions of effective integration of technology in secondary social studies.
520 $a Data consisted of responses from a questionnaire. Strict measures for the development of the survey instrument and selection of participants were taken to ensure validity and reliability of results. The questionnaire was administered via mail. Three attempts were made to collect data and a sixty-percent response rate was achieved. There were no significant differences among the three groups. In addition, data generated from the questionnaires were cross-validated with teacher interviews. Data were representative of state and national teaching demographics. A total of 305 secondary social studies teachers participated in the study.
520 $a The data from this study brought forth key issues affecting technology integration within secondary social studies classrooms. Two central factors affecting technology use emerged. These factors were identified as barriers to use and the teacher effect. Barriers to use were categorized as resources, constraints, support, and skill. The teacher effect was a composite of teachers' experiential knowledge, beliefs, and gender. Additionally, the study reported teachers' definitions of effective technology integration in secondary social studies. These perceptions were organized into a theoretical framework for effective integration of technology in secondary social studies classes.
520 $a Effective integration of technology to enhance the curriculum is a pertinent issue facing social studies teachers and can be addressed with the constructs that comprise the theoretical framework for effective technology integration as identified in this study. This theoretical framework can subsequently be used to guide teachers, administrators, and university faculty on important components of technology instruction in secondary social studies.
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