ERIC Number: EJ1228445
Record Type: Journal
Publication Date: 2019
Pages: N/A
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1528-5804
EISSN: N/A
A Case of Early Adopters of Technology in a Social Studies Classroom
Regan, Kelley; Evmenova, Anya S.; MacVittie, Nichole P.; Leggett, Alicia; Ives, Samantha; Schwartzer, Jessica; Mastropieri, Margo; Rybicki-Newman, Maria P.
Contemporary Issues in Technology and Teacher Education (CITE Journal), v19 n3 2019
Integrating unfamiliar technology in the classroom often requires ample technological resources and professional development. However, these resources are often not available. This case study of qualitative data combined with pretest or posttest student data illustrates how one pair of coteachers autonomously planned for and implemented a digital tool for persuasive writing into their fourth- and fifth-grade classrooms without external supports. Findings revealed the decisions teachers made to integrate the tool into their social studies curriculum and what influenced those decisions, implementation, and student outcomes. Within the context of this case study, the authors provide suggestions for teachers to improve student learning when integrating technology in the classroom. Future research is also discussed.
Descriptors: Technological Advancement, Adoption (Ideas), Technology Uses in Education, Social Studies, Technology Integration, Curriculum Implementation, Grade 4, Grade 5, Elementary School Students, Elementary School Teachers, Persuasive Discourse, Team Teaching, Case Studies, Learner Engagement, Writing Skills, United States History, Pretests Posttests, Academic Achievement, Outcomes of Education
Society for Information Technology and Teacher Education. P.O. Box 719, Waynesville, NC 28786. Fax: 828-246-9557; Web site: http://www.citejournal.org/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A