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ERIC Number: ED476610
Record Type: RIE
Publication Date: 2002-Nov
Pages: 28
Abstractor: N/A
Climbing the STAIRS: Preservice Social Studies Teachers' Perceptions of Technology Integration.
Lipscomb, George B.; Doppen, Frans H.
A number of recent reports note that colleges of education could do a better job in technology training. Most evident in these reports is the call for teachers to learn how to integrate technology into their instruction, rather than just learning technology skills in isolation. To heed recommendations and better respond to student needs, the University of Florida (Gainsville, Florida) in 1999 implemented a course designed for its secondary PROTEACH program called, "Integrating Technology into the Social Studies Classroom." Based on experiences from the course's first two years and relevant research and realities, the instructor formulated a framework by which to organize this particular course. The framework is described as Social Studies Content, Technical Skills, Assessment, Integration, Readiness, and Standards (STAIRS). A case study examined this course within the PROTEACH program. The course consisted of 15 preservice teachers with a wide range of technological expertise (for many students this was their first exposure to technology applied to classroom use). Data collection consisted of document analysis, observations, an instructor's journal, and interviews. A wide variety of student work contributed to the findings. Data analysis was conducted using the Dana and Silva's four steps for teacher inquirers: (1) description; (2) sense-making; (3) interpretation; and (4) implications. Findings suggest that overall, preservice teachers found this model to be extremely effective for preparing them to use technology in the social studies classroom. (Contains 30 references.) (BT)
Furman University, Department of Education3300 Poinsett Highway, Greenville, SC, 29613
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Conference of the College and University Faculty Association of the National Council for the Social Studies (Phoenix, AZ, November 21, 2002).