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Technology Integration Expertise in Middle School Social Studies Teachers and the Measurment of Conceptual Knowledge using Pathfinder Software
PROCEEDINGS

, North Carolina State University, United States

Society for Information Technology & Teacher Education International Conference, in Atlanta, GA, USA ISBN 978-1-880094-52-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper presents a brief discussion of Pathfinder network scaling techniques and how they were used to study the expertise of technology integration in middle school social studies teachers. Very detailed explanations are provided on how the software was employed in this study so primarily those individuals completely unfamiliar with Pathfinder will appreciate this brief introduction and with this information, possibly envision other uses for it in education. Neither the study nor the capabilities of the software are discussed in their entireties. Only findings and conclusions related to Pathfinder analysis are presented. Important conclusions of this study are that classroom teachers are not very similar to experts in their conceptualization of technology integration; however, there are significant differences between novices and experts. This knowledge can facilitate the formation of a construct in technology integration that can be applied to training and assessment of classroom teachers.

Citation

Lambert, J. (2004). Technology Integration Expertise in Middle School Social Studies Teachers and the Measurment of Conceptual Knowledge using Pathfinder Software. In R. Ferdig, C. Crawford, R. Carlsen, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2004--Society for Information Technology & Teacher Education International Conference (pp. 960-965). Atlanta, GA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 12, 2019 from .

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