Use of digital historical resources in a large urban school system
John Lee, Georgia State University, United States ; David Hicks, Virginia Polytechnic Institute and State University, United States
Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-44-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This paper will report on the results of comprehensive survey administered in a large urban/suburban school district in the southeastern United States. The findings presented in this paper will illuminate the extent to which teachers are using digital historical resources and the ways in which they are using them. This study involved a survey of 79 high school social studies teachers in a large southern urban/suburban school district. The survey instrument included four dimensions, a demographic section, a section surveying teachers' general belief about social studies and his or her use of non-web based primary historical sources, a section inquiring about teachers' comfort with technology, and a section on the specific uses of digital historical resources. The findings of this survey support the contention that digital history has the potential to alter the general study of history, but there are several obstacles to this change.
Lee, J. & Hicks, D. (2002). Use of digital historical resources in a large urban school system. In D. Willis, J. Price & N. Davis (Eds.), Proceedings of SITE 2002--Society for Information Technology & Teacher Education International Conference (pp. 2191-2195). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE).