Diffusion of Technology Innovation in the Preservice Social Studies Experience: Results of a National Survey

Bolick, Cheryl Mason; Berson, Michael J.; Friedman, Andrew L.; Porfeli, Erik J.

doi:10.1080/00933104.2007.10473332

Cited by 23 publications

(9 citation statements)

References 7 publications

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“…The lack of quality professional development, school policies that fail to support mobile technology use, instructors' beliefs about the role of technology in the curriculum, and cultures that are just not supportive of mobile computing adoption have made the integration of mobile initiatives problematic in U.S. schools and universities. Many researchers and authors conclude from their experience that technology integration of any kind has been sparsely achieved, if at all (Bauer & Kenton, 2005;Bolick, Berson, Friedman, & Porfeli, 2007;Er & Kay, 2005;Franklin & Molebash, 2007;Hew & Brush, 2007;Lawless & Pellegrino, 2007). Other researchers believe that technology integration has been achieved more in some segments of industry and society than others (Drucker, 2006;Hughes & Ooms, 2004;Judge, Puckett, & Cabuk, 2004;Swain & Pearson, 2003).…”

Section: The Adoption Of Technological Innovationsmentioning

confidence: 99%

Tablet Personal Computer Integration in Higher Education: Applying the Unified Theory of Acceptance and use Technology Model to Understand Supporting Factors

Moran

Hawkes

El‐Gayar

2010

Journal of Educational Computing Research

110

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Many educational institutions have implemented ubiquitous or required laptop, notebook, or tablet personal computing programs for their students. Yet, limited evidence exists to validate integration and acceptance of the technology among student populations. This research examines student acceptance of mobile computing devices using a modification of the "Unified Theory of Acceptance and Use of Technology" (UTAUT) recently developed by leading researchers in the technology acceptance field. The objective of the study is to identify the variance of selected acceptance elements that contribute to the overall behavioral intent to use Tablet PCs (TPC). These outcomes are then used as a means to forecast, explain, and improve integration of the technology in the higher education context. The research also contributes to UTAUT's theoretical validity and empirical applicability and to the management of information technology (IT) based initiatives in education.Technology has a ubiquitous presence in educational institutions across the United States. Higher education has been particularly aggressive in acquiring mobile technology, some institutions even adopting computing initiatives that require every student to own their own computing device. Hundreds of higher education 79

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Section: The Adoption Of Technological Innovationsmentioning

confidence: 99%

Tablet Personal Computer Integration in Higher Education: Applying the Unified Theory of Acceptance and use Technology Model to Understand Supporting Factors

Moran

Hawkes

El‐Gayar

2010

Journal of Educational Computing Research

110

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“…As for other concerns, lack of quality professional development, school policies that fail to support mobile technology use, instructors' beliefs about the role of technology in the curriculum, and cultures that are just not supportive of mobile computing adoption have made the integration of mobile initiatives problematic in U.S. schools and universities. Many researchers and authors conclude from their experience that technology integration of any kind has been sparsely achieved, if at all (Bauer & Kenton, 2005;Bolick, Berson, Friedman, & Porfeli, 2007;Franklin & Molebash, 2007;Hew & Brush, 2007;Lawless & Pellegrino, 2007). Other researchers believe that technology integration has been achieved more in some segments of industry and society than others (Drucker, 2006;Hughes & Ooms, 2004;Judge, Puckett, & Cabuk, 2004;Swain & Pearson, 2003).…”

Section: Direct Impact On Student Learningmentioning

confidence: 99%

Impacts of Mobile Computing on Student Learning in the University: A Comparison of Course Assessment Data

Hawkes

Hategekimana

2009

Journal of Educational Technology Systems

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This study focuses on the impact of wireless, mobile computing tools on student assessment outcomes. In a campus-wide wireless, mobile computing environment at an upper Midwest university, an empirical analysis is applied to understand the relationship between student performance and Tablet PC use. An experimental/control group comparison of mobile computing enabled learning outcomes in selected courses showed that the integration of wireless technology and highly functional computing tools did not have a negative effect on student assessment results. Out of the four courses evaluated, none of the revealed test scores were statistically different between non-using and mobile computer using groups, indicating no negative impacts of the introduction of ubiquitous technology into the classroom. A freshman-level college math course showed statistically significantly positive differences in course assessment scores when mobile computing was implemented over the same timeline. Results are discussed.

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“…One area has been teacher-centered uses of technology in social studies (e.g., Doppen, 2004 ;Friedman & Hicks, 2006 ;VanFossen & Berson, 2008 ;Whitworth & Berson, 2003 ;Zhao & Hoge, 2004 ) where researchers have described and examine how teachers have integrated speci fi c technology into social studies classrooms. The second area has been the preparation of preservice teachers to use technology in social studies (e.g., Bolick, Berson, Friedman, & Porfeli, 2007 ;Brush & Saye, 2009 ;Crowe, 2004 ;Diem, 2002 ;Mason et al, 2000 ) .…”

Section: Discussionmentioning

confidence: 98%

Educational Technology in Social Studies Education

Green

Ponder

Donovan

2013

Handbook of Research on Educational Communications and Technology

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The National Council for the Social Studies, the largest professional organization for social studies educators, indicates that the primary purpose of the social studies is to help youth become responsible citizens who are capable of making informed and reasoned decisions for the good of society. For this purpose to be met, students need to understand a vast domain of knowledge and have the skills to think critically, problem-solve, collaborate, and act conscientiously in addressing complex issues. This means that teachers need to learn how to use innovative approaches to engage students as thinkers and problem solvers so students may be successful global citizens and leaders of the twenty-fi rst century. Designing an environment where students have the opportunity to learn and practice these skills while exploring social studies content can be challenging, but not impossible. A key component is the essential role educational technology and twenty-fi rst century skills have in facilitating teaching and learning in the social studies. This chapter provides an overview of the research on how educational technology has been used to engage and inspire all learners to be creative and critical thinkers, not only for the good of their individual futures, but for the future of our global society. In providing the overview, the focus is on two major areas within social studies education-historical inquiry and civic education.

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Diffusion of Technology Innovation in the Preservice Social Studies Experience: Results of a National Survey

Cited by 23 publications

References 7 publications

Tablet Personal Computer Integration in Higher Education: Applying the Unified Theory of Acceptance and use Technology Model to Understand Supporting Factors

Tablet Personal Computer Integration in Higher Education: Applying the Unified Theory of Acceptance and use Technology Model to Understand Supporting Factors

Impacts of Mobile Computing on Student Learning in the University: A Comparison of Course Assessment Data

Educational Technology in Social Studies Education

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