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A Holocaust Website: Effects on Preservice Teachers’ Factual Knowledge and Attitudes Toward Traditionally Marginalized Groups Article

, , , University of South Florida, United States

Journal of Technology and Teacher Education Volume 10, Number 1, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

The Holocaust remains one of the most effective and extensively documented subjects for an examination of basic humanitarian issues. Knowledge is the key to an intelligent understanding of such a tragic passage in human history, the key to a wisdom that will never let it happen again. To address the need for quality, accessible information about the Holocaust, the Florida Center for Instructional Technology developed an extensive website titled The Teacher's Guide to the Holocaust. This study was designed to investigate the effectiveness of the website. Specifically, data were collected by way of pre and posttest measures to determine if access to The Teacher's Guide to the Holocaust significantly impacted the knowledge level or attitudes of preservice teachers. The experiment was conducted at the University of South Florida in the spring of 2000 with students (n=115) enrolled in the Introduction to Computers in Education course. Students were randomly assigned to a treatment condition in which the experimental group used the Holocaust website to develop a lesson plan, and students in a control condition interacted with a website that was unrelated to the Holocaust. Students in all treatment groups were administered a criterion-based knowledge instrument and two attitude scales. Results suggest that more cognitive engagement with the content area may be required to impact a significant change in preservice teachers' knowledge or attitudes.

Citation

Calandra, B., Fitzpatrick, J. & Barron, A.E. (2002). A Holocaust Website: Effects on Preservice Teachers’ Factual Knowledge and Attitudes Toward Traditionally Marginalized Groups. Journal of Technology and Teacher Education, 10(1), 75-93. Norfolk, VA: Society for Information Technology & Teacher Education. Retrieved July 19, 2018 from .

Keywords

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References

  1. Kudva , P. (1999). Relevance of a knowledge base for a teacher as a professional. (ERIC Document Reproduction Service No. Ed 429 932) Landesman, B. (1998). Holocaust denial and the Internet. Reference Librarian, (61) , 287-99.
  2. United States Holocaust Memorial Museum (2001). Teaching about the

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.

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Cited By

  1. A Preliminary Investigation of Advance Organizers for a Complex Educational Website

    Brendan Calandra, Georgia State University, United States; Ann E. Barron, University of South Florida, United States

    Journal of Educational Multimedia and Hypermedia Vol. 14, No. 1 (January 2005) pp. 5–23

  2. A Preliminary Investigation of Advance Organizers for a Complex Educational Website

    Brendan Calandra, Georgia State University, United States; Ann E. Barron, University of South Florida, United States

    Journal of Educational Multimedia and Hypermedia ()

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.