Navigating Access and Maintaining Established Practice: Social Studies Teachers’ Technology Integration at Three Florida Middle Schools
Caroline Sheffield, University of Louisville, United States
CITE Journal Volume 11, Number 3, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
This mixed methods multiple case study explored middle school social studies teachers’ instructional use of digital technology at three suburban middle schools This mixed methods, multiple-case study explored middle school social studies teachers’ instructional use of digital technology at three suburban middle schools in a large Florida school district. Findings from this study indicate that the participant teachers viewed technology integration as being beneficial for their students’ future success; however, their practice did not reflect this professed importance. The participant teachers largely used available classroom technology for teacher-centered activities, including information gathering and presentation. Few teachers in this study utilized available technology for student-centered instructional pedagogy. Findings from this study suggest that a single-cause explanation for why teachers do or do not integrate technology into their teaching is insufficient. There appear to be multiple factors influencing the teachers’ practices, including access to and functionality of technology, teacher attitude toward and comfort with technology, and teaching philosophy and pedagogical practice.
Sheffield, C. (2011). Navigating Access and Maintaining Established Practice: Social Studies Teachers’ Technology Integration at Three Florida Middle Schools. Contemporary Issues in Technology and Teacher Education, 11(3), 282-312. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved March 23, 2019 from https://www.learntechlib.org/primary/p/38427/.
© 2011 Society for Information Technology & Teacher Education
- Berson, M.J., & Balyta, P. (2004). Technological thinking and practice in the social studies: Transcending the tumultuous adolescence of reform. Journal of Computing in Teacher Education, 20(4), 141-150.
- Berson, M.J., & Bolick, C.M. (2007). Technology and the social studies: Advancing practice with research. Theory& Research in Social Education, 35(2), 150-152.
- Creswell, J.W., & Plano Clark, V.L. (2007). Designing and conducting mixed methods research. Thousand Oaks, CA: SAGE Publications.
- Cuban, L. (2001). Oversold and underused: Computers in the classroom. Cambridge, MA: Harvard University Press.
- Duplass, J.A. (2006). Middle and high school teaching: Methods, strategies and best practices. Boston, MA: Houghton Mifflin Company.
- Ertmer, P. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research& Development, 53(4), 25-39.
- Friedman, A.M. (2006). World history teachers’ use of digital primary sources: The effect of training. Theory& Research in Social Education, 34(1), 124-141.
- Glaser, B.G. (1965). The constant comparative method of qualitative analysis. Social Problems, 12(4), 436-445.
- Gray, L., Thomas, N., & Lewis, L. (2010). Teachers use of educational technology in U.S. Public schools: 2009 (NCES 2010-040). Retrieved from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2010040
- Koehler, M.J., & Mishra, P. (2008). Introducing TPCK. In AACTE Committee on Innovation and Technology (Ed.), Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3-29). New York, NY: Routledge.
- Martorella, P.H. (1997). Technology and the social studies– or: Which way to the sleeping giant? Theory& Research in Social Education, 25(4), 511-514.
- Merriam, S.B. (1998). Qualitative research and case study applications in education. San Francisco, CA: Jossey-Bass Publishers.
- Mishra, P., & Koehler, M.J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
- Onwuegbuzie, A.J., & Leech, N.L. (2005). On becoming a pragmatic researcher: The importance of combining quantitative and qualitative research methodologies. International Journal of Social Research Methodology, 8, 375-387.
- Palak, D., & Walls, R.T. (2009). Teachers’ beliefs and technology practices: A mixedmethods approach. Journal of Research on Technology in Education, 41, 417-441.
- Sheurman, G. (1998). From behaviorist to constructivist teaching. Social Education, 62(1), 6-9.
- Shiveley, J.M., & VanFossen, P.J. (2009). Toward assessing Internet use in the social studies classroom: Developing an inventory based on a review of the literature. Journal of Social Studies Research, 33, 1-32.
- Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
- Swan, K.O., & Hofer, M. (2008). Technology and social studies. In L.S. Levstik & C.A. Tyson (Eds.), Handbook of research in social studies education (pp. 307-326). New York,
- Tashakkori, A., & Teddlie, C. (1998). Mixed methodology: Combining qualitative and quantitative approaches. Thousand Oaks, CA: SAGE Publications.
- VanFossen, P.J. (1999). An analysis of the use of the Internet and worldwide web by secondary social studies teachers in Indiana. International Journal of Social Education, 14(2), 87-109.
- VanFossen, P.J. (2001). Degree of Internet/www use and barriers to use among secondary social studies teachers. International Journal of Instructional Media, 28(1), 57-74.
- VanFossen, P.J. (2005). Indiana social studies Internet use survey. Retrieved from ttp:// www.edci.purdue.edu/vanfossen/internet/
- VanFossen, P.J., & Waterson, R.A. (2008). “It’s just easier to do what you did before…”: An update on Internet use in secondary social studies classrooms in Indiana. Theory and Research in Social Education, 36(2), 124-152.
- Whitworth, S.A., & Berson, M.J. (2003). Computer technology in the social studies: An examination of the effectiveness literature (1996-2001). Contemporary Issues in Technology and Teacher Education, 2(4), 472-509. Retrieved from http://www.citejournal.org/vol2/iss4/socialstudies/article1.cfm
- Yin, R.K. (2003). Case study research design and methods (3rd ed.). Thousand Oaks, CA: SAGE Publications, Inc. Author Note Caroline C. Sheffield University of Louisville email: email@example.com Contemporary Issues in Technology and Teacher Education is an online journal. All text, tables, and figures in the print version of this article are exact representations of the original. However, the original article may also include video and audio files, which can be accessed on the WorldWide Web at http://www.citejournal.org
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact firstname.lastname@example.org.
Revisiting the "Sleeping Giant" Metaphor: Is It Still Sleeping in the Commonwealth of Virginia, and Is It Still Really a Giant?
Hicks David, Virginia Tech, United States; Stephanie van Hover, University of Virginia, United States
Contemporary Issues in Technology and Teacher Education Vol. 14, No. 2 (June 2014) pp. 141–157
Mark Pearcy, Rider University, United States
Contemporary Issues in Technology and Teacher Education Vol. 13, No. 4 (December 2013) pp. 360–385
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.