Effectiveness of Computer Technology in the Social Studies

Berson, Michael J.

doi:10.1080/08886504.1996.10782179

Cited by 83 publications

(74 citation statements)

References 15 publications

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“…Although computers have been put in the classroom, many teachers are still skeptical of the value computers have provided for teaching and learning. Studies indicate that the level of feelings teachers have toward computer use range from euphoria to uncertainty, to hostility and fear (Berson, 1996;Saye, 1998). Some teachers show little interest in using instructional technology, while others are obviously resistant to its use.…”

Section: Teachers' Attitudes and Computer Anxiety And Interestmentioning

confidence: 99%

EFL Teachers‟ Attitudes toward Using Computer Technology in English Language Teaching

Gilakjani¹,

Leong²

2012

TPLS

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Abstract-Computers have become commonplace in our personal as well as our professional lives. Computers have made many of our everyday tasks easier and faster and made our society more productive. A very important set of variables such as the classroom teacher and the teacher's attitudes towards the effective uses of computers in the classroom have been overlooked in EFL classrooms. This study investigates how teachers perceive the use of computer technology resources in English Language Teaching. The first aim of the study is to define the teachers' attitudes. The second aim is to discuss the aspects of attitude. The third aim is to explain teachers' attitudes and computer technology training. The fourth aim is to elaborate teachers' attitudes and computer technology integration. The fifth aim is to define teachers' attitudes and computer experience. The sixth aim is to discuss teachers' attitudes and computer anxiety and interest. The last aim is to review teachers' attitudes and computer literacy. The review of the related literature shows that simply introducing computer technology resources does not guarantee teachers' use of these in practice. Knowledge of EFL teachers' attitudes about teaching, learning, and computers, affords them the opportunity to design and implement EFL instruction.

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Section: Teachers' Attitudes and Computer Anxiety And Interestmentioning

confidence: 99%

EFL Teachers‟ Attitudes toward Using Computer Technology in English Language Teaching

Gilakjani¹,

Leong²

2012

TPLS

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“…This is in line with Honey (2001), as cited by Jonassen, Howland, Moore, and Rose (2003), who claimed that computers can ensure students' mastery of a particular topic. Besides, (Berson, 2003) noted that the use of computers in teaching gives students greater access to information, promotes critical thinking and problem solving and gives meaning to learning. Hence, under the right conditions, computer technology can advance students' academic achievement (Riel, 2000).…”

Section: Resultsmentioning

confidence: 99%

“…Riel (2000) added that under the right conditions computer technology can advance students' academic achievement. Thus, computer technology has the potential to foster students' abilities, revolutionize the way they work, think and learn (Berson, 2003). The use of computers in teaching also gives students' greater access to information, promotes critical thinking and problem solving and gives meaning to learning.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Integrating computer technology in the teaching of Biology

GarrawayLashley¹

2014

IJOBED

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Over the past decade, the number of students who gained satisfactory passes at the Caribbean Secondary Education Certificate (CSEC) in Biology in Guyana has been few. This poor performance may be attributed to the traditional method of teaching that was used to teach Biology. This study therefore ascertained if the integration of computer technology into the teaching of Biology would enhance students' academic performance. The study was guided by a null research hypothesis. Hence, the related literature reviewed for this study showed that integrating computer technology into the teaching of Biology can enhance students' academic performance in the subject. A quasi-experimental, pre-test, post-test, nonequivalent control group research design was used for the study. The study used two intact grade 10 classes. One class was assigned the experimental group and the other class was assigned the control group through a simple coin toss. The experimental group was taught Biology using computer technology, while the control group was taught the same topic using the traditional method of teaching. A 20-item multiple-choice Biology achievement test was prepared by the researcher and was used for both the pre-test and post-test. Face and content validation of the instrument was achieved through the contributions from two grade 11 Biology teachers and a measurement and evaluation specialist from the University of Guyana. A reliability coefficient of 0.75 was obtained using Pearson product moment coefficient after a pilot test of the instrument. Data collected were analysed using mean, standard deviation, and t-test. The results of the study showed that there was a significant difference between the academic performance of students in Biology who were exposed to computer technology and those exposed to the traditional method of teaching. It was therefore recommended that computer technology be integrated into the teaching of Biology to enhance students' academic performance.

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“…Berson's (1996) review of research indicated that computer simulations prompted student interest but yielded conflicting results about academic achievement and instructional preference. However, his review referred to studies in general manners, providing no critical analysis of actual studies.…”

Section: Social Studies Instructionmentioning

confidence: 99%

Influences Interpreting a Technology Component to Financial Education for Grades K-4: Another Dimension of the Digital Divide

Lucey

Grant

Giannangelo

et al. 2007

Citizenship, Social and Economics Education

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The authors recognize that educators must consider the nature and consequences of technology's use in financial education. Pointing out that both technological presence and instructional methodology represent determinants of pedagogical appropriateness, the authors describe a study measuring whether socioeconomic elements influence educators' agreement with technology uses for financial education in grades K-4. While they find that settings (e.g. urban or rural) affect agreement with technology items, they call for further study to refine and clarify the associated relationships.

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Effectiveness of Computer Technology in the Social Studies

Cited by 83 publications

References 15 publications

EFL Teachers‟ Attitudes toward Using Computer Technology in English Language Teaching

EFL Teachers‟ Attitudes toward Using Computer Technology in English Language Teaching

Integrating computer technology in the teaching of Biology

Influences Interpreting a Technology Component to Financial Education for Grades K-4: Another Dimension of the Digital Divide

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