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Evaluating alignment of technology and primary source use within a history classroom

, University of Kentucky, United States ; , Longwood University, United States

CITE Journal Volume 8, Number 2, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA


Many researchers in the social studies have supported the use of primary sources in history classrooms as a support for historical inquiry. Although primary sources have become accessible via the Internet, simply using digital primary sources, does not automatically translate into historical thinking or technology best practice. Consequently, an evaluation matrix was constructed for one study to gauge the fidelity of primary source use according to three domains, curriculum content, instructional processes, and student products or outcomes. In this article, the researchers provide background information on the development of the evaluation matrix, present the instrument, and evaluate its effectiveness in categorizing both primary source and technology usage.


Swan, K. & Locascio, D. (2008). Evaluating alignment of technology and primary source use within a history classroom. Contemporary Issues in Technology and Teacher Education, 8(2), 175-186. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved December 17, 2018 from .


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Cited By

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    Tina Heafner, University of North Carolina at Charlotte, United States; Nicolas Triplett, UNC Charlotte, United States; Dixie Massey, University of Washington, United States

    Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 2185–2189

  2. Gender Differences in Technology Integration

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  3. Experiencing History through Primary Sources and Online Newspapers for Middle School Social Studies Instruction

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    Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 3723–3727

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