ERIC Number: EJ884978
Record Type: Journal
Publication Date: 2010
Abstractor: As Provided
Reference Count: 27
The Impact of a Technology Coordinator's Belief System upon Using Technology to Create a Community's History
Waring, Scott M.
Computers in the Schools, v27 n2 p76-98 2010
As it has been shown that teachers of social studies content are less likely than teachers of other content areas to utilize technology in their classroom, this study focuses on one instructional technology coordinators' beliefs towards technology, instruction, and students and how these beliefs impacted how technology was utilized during a technology-enriched community history project with a group of fourth-grade students. It was determined that the instructional technology coordinators' beliefs included the following: (a) technology should serve as a tool and should be seamlessly integrated into the curriculum; (b) the teacher should construct meaningful experiences that allow students to become engaged in the learning process; however, before guiding student discovery, the teacher needs to explicitly teach basic technological skills; (c) and all students are able to learn and are capable of engaging in independent problem solving and critical thinking at some level. Her beliefs manifested themselves daily, particularly in the way that she approached instruction and integrated technology seamlessly into the curriculum. Through this study, it was found that the technology coordinator's beliefs toward technology, instruction, and her students directly impacted how technology was used in her classroom.
Descriptors: Local History, Educational Technology, Coordinators, Teaching Methods, Beliefs, Technology Integration, Technology Uses in Education, Teacher Influence, History Instruction, Classroom Observation Techniques, Interviews, Content Analysis, Protocol Materials, Teacher Attitudes
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4
Authoring Institution: N/A