Can it Make a Difference? Technology and the Social Studies

Diem, Richard A.

doi:10.1080/00933104.2000.10505920

Cited by 22 publications

(15 citation statements)

References 6 publications

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“…The current study responds to calls for accountability from scholars, policymakers, and educators at all levels for rigorous evidence indicating whether technology investments can truly support student learning (Jones et al, 2004(Jones et al, -2005 in educational settings. Furthermore, this study adds to the very limited body of research on the effectiveness of technology as a component for teaching social studies (Cantu, 2000;Diem, 2000).…”

Section: Implications and Future Researchmentioning

confidence: 96%

“…And despite movements within the discipline to promote student computer use to facilitate reflective inquiry, decision malung, and problem solving (Evans, 2004;National Council for the Social Studies, 1994), social studies education for the most part continues to focus on traditional, teacher-directed, lecture-andtextbook-based approaches and activities (Diem, 2000;Friedman & Hicks, 2006;White, 1999).…”

Section: Technology-supported Social Studies Learningmentioning

confidence: 98%

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Effects of Multimedia Software on Achievement of Middle School Students in an American History Class

Kingsley¹,

Boone

2008

Journal of Research on Technology in Education

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%is study investigated social studies achievement as a result of utilizing a multimedia-based American history software program (Ignite Early American History, 2003) to augment textbook and lecture materials for seventh-grade middle school history students in an ethnically and linguistically diverse urban school district. B e instructional s o w r e used was an interactive multimedia p r o p m designed to teach middle schoolstudents through viho, song, animation, text, and other media to develop critical thinking skills while acquiring knowledge of required content strands (Ignite Learning, 2003). Teacher andstudent activities, pretest and posttest scores, and instructional methodsfor experimental and control conditions were documented in order to provide a comprehensive understanding of the results.

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Section: Implications and Future Researchmentioning

confidence: 96%

Section: Technology-supported Social Studies Learningmentioning

confidence: 98%

Effects of Multimedia Software on Achievement of Middle School Students in an American History Class

Kingsley¹,

Boone

2008

Journal of Research on Technology in Education

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“…Bunları yaparken dijital ya da etkileşimli materyallerden faydalanılabilir. Teknoloji sosyal bilgiler dersinde öğrenme sürecinin bir parçası olarak da kullanılmaktadır (Diem, 2000). Akıllı tahtalar, tabletler veya dijital hikayeler sosyal bilgiler dersinde kullanılabilecek teknolojik materyallerdir.…”

Section: öğRencilerin Okumalarını Engelleyici Tüm Unsurlardan Kaçınılunclassified

Sosyal Bi̇lgi̇ler Öğretmen Adaylarinin Sosyal Bi̇lgi̇ler Dersi̇nde Kullanilabi̇lecek Edebi̇ Ürün Tasarlama Deneyi̇mleri̇ni̇n İncelenmesi̇

Çelik¹

2019

TurkishStudies

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“…Although, instructional technology has not reached its potential in male and female special education teachers' instruction such as female special education teachers often do not have the experience of using computers in the classroom or knowledge about available software compare to male counterpart (Gunter, 2001). Meanwhile, Diem (2000) maintained that both male and female special education teachers hardly use computers themselves due to lack of support and little free time to learn the often-complicated operation of technological devices. Powers and Blubaugh (2005) observed that female special education teachers are well versed in the issues and applications of technology than male.…”

Section: Theoretical Perspectivesmentioning

confidence: 99%

Attitude of Parents-Teachers towards the use of Instructional Technology in Teaching Numeracy to Children with Mild Intellectual Disability: A Case of Penang Malaysia

Adiat¹,

Ahmad²,

Ghazali³

2013

IOSR-JHSS

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Integrating instructional technology into teaching and learning numeracy for the individual with mild intellectual disability not only make teachers' job easier but also impose a responsibility on them. This study investigates attitude of parents-teachers towards the use of instructional technology in teaching numeracy to children with mild intellectual disability in Penang Malaysia. The study adopted pure descriptive method and the sample comprised sixty participants. It was revealed from the result of the study that students with mild intellectual disability parents and teachers are familiar with usage of computer. More so, there was no significant difference between the teachers and parents. However, female teachers have higher mean compare to that of male teachers, and also, female parents have higher mean than male parents on the use of instructional technology in assisting the learning of their children at home. It is therefore, recommended that parents and teachers should keep it up with the use of computer and other instructional technology in teaching and learning children with mild intellectual disability.

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Can it Make a Difference? Technology and the Social Studies

Cited by 22 publications

References 6 publications

Effects of Multimedia Software on Achievement of Middle School Students in an American History Class

Effects of Multimedia Software on Achievement of Middle School Students in an American History Class

Sosyal Bi̇lgi̇ler Öğretmen Adaylarinin Sosyal Bi̇lgi̇ler Dersi̇nde Kullanilabi̇lecek Edebi̇ Ürün Tasarlama Deneyi̇mleri̇ni̇n İncelenmesi̇

Attitude of Parents-Teachers towards the use of Instructional Technology in Teaching Numeracy to Children with Mild Intellectual Disability: A Case of Penang Malaysia

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