“It is just easier to do what you did before…”: An Update on Internet Use in Secondary Social Studies Classrooms in Indiana

VanFossen, Phillip J.; Waterson, Robert A.

doi:10.1080/00933104.2008.10473369

Cited by 14 publications

(8 citation statements)

References 17 publications

(29 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Teachers may be more skilled and confident with text-dependent instruction than multimodal (Beeson, Journell, & Ayers, 2014;Stoddard, 2013;VanFossen & Waterson, 2008). This difference could be associated with lower quality multimodal instruction.…”

Section: Resultsmentioning

confidence: 95%

“…Results may also be confounded by ineffective applications of these instructional practices. Researchers have found teacher pedagogy as well as teacher preparation lacking in regards to the development of multimodal instructional skills (Beeson, Journell, & Ayers, 2014;Stoddard, 2013;VanFossen & Waterson, 2008). Additional research is recommended to examine the quality of learning experiences as well as the extent to which multimodal instruction impacts student content understanding.…”

Section: Discussionmentioning

confidence: 96%

See 1 more Smart Citation

An Opportunity to Learn US History: What NAEP Data Suggest Regarding the Opportunity Gap

Heafner¹,

Fitchett²

2015

hsj

View full text Add to dashboard Cite

The purpose of this study is to determine the degree to which Opportunity to Learn (OTL), is associated with students’ achievement in US History. Opportunity to Learn stems from the basic premise that there is an important relationship between the quality and frequency of classroom instruction and students’ levels of academic success. The authors examine National Assessment of Educational Progress in U.S. History (NAEP-USH) assessment data in order to better understand the relationship between classroom- and student-level variables associated with historical knowledge as measured in the 12 th grade. Findings document that instructional exposure (OTL) is a factor associated with learning outcomes; however, the OTL in history is not the same for all student populations. An opportunity gap is evident in these results and suggests that Black students are underserved in U.S. History. However, when controlling for poverty and other socio-economic variables, students’ predictive achievement on NAEP is positively associated with instructional exposure; yet, differences were observed for some but not all strategies measured in the full model. In the aggregate and disaggregate models, instructional exposure and motivational factors associated with OTL account for a large and significant percentage of the proportional variance (r 2 ) in NAEP-USH achievement. We contend that instructional exposure is significantly predictor of historical knowledge. Findings from this study indicate: 1) student and school characteristics are significant factors associated with achievement, 2) pedagogical decisions are important and can greatly impact student learning in US History, and 3) culturally congruent instructional decision-making is needed to ensure positive learning experiences for Black students.

show abstract

Section: Resultsmentioning

confidence: 95%

Section: Discussionmentioning

confidence: 96%

An Opportunity to Learn US History: What NAEP Data Suggest Regarding the Opportunity Gap

Heafner¹,

Fitchett²

2015

hsj

View full text Add to dashboard Cite

show abstract

“…Tématem této části výzkumu jsou znalostní a uživatelská specifika digitální kompetence učitelů z oblasti věd o člověku a společnosti ve vztahu k digitálním technologiím. Začlenění ICT do společenskovědních předmětů probíhá pomaleji než v jiných oborech (Bolick, Berson, Friedman, & Porfeli, 2007;Zhao & Bryant, 2006), mimo jiné proto, že učitelům těchto předmětů déle trvalo přijmout význam ICT pro výuku (Doering, Scharber, Miller, & Veletsianos, 2009;Van Fossen & Waterson, 2008). Jelikož v současné době je tento význam nepopiratelný, je třeba zaměřit se právě na předměty, o nichž Martorella (1997) trefně hovoří jako o "spících obrech", a identifikovat znalostní a uživatelská specifika ICT u učitelů těchto předmětů.…”

Section: Metodologie Výzkumného šEtřeníunclassified

Knowledge and User Specifics of Digital Competence of Teachers of Human and Social Sciences in Secondary Vocational Education

2020

View full text Add to dashboard Cite

The article presents data from more extensive research (N = 2015) focused on digital competences of secondary school teachers. The research aimed to find out knowledge and user specifics of digital competence of teachers of human and social sciences in comparison with the whole dataset, specifically with teachers of ICT and technical sciences. As a data collection tool, we used a self-created questionnaire. Data analysis was performed with IBM SPSS Statistics version 24 using the Chi-Square test of independence, Chi-Square goodness of fit test, ANOVA, the independent samples T-test and paired sample T-test. Research showed that teachers use only simple digital tools in their teaching, which do not impose great demands on the didactic‑methodical application. On the other hand, more demanding didactic tools (e. g. E-learning or virtual laboratory) are used significantly less. It has also been shown that although teachers see the pedagogical potential of digital technologies positively, the forms and means of digital education are almost unknown to them. The sample, therefore, shows a discrepancy between the expectations of the pedagogical effects of the application of digital technologies and only the average developed knowledge and user aspects of digital competences. In terms of knowledge and user specifics, teachers of human and social science lag behind the teachers of ICT and technical subjects in terms of assessing their knowledge and user skills. They do not show statistically significant differences compared to the whole dataset, which consists of teachers of mathematics, natural, medical, agricultural and environmental sciences, teachers of practical training and education, although even here their results are usually slightly worse.

show abstract

“…From 3% in 1994 of public schools in the United States having Internet access to over 98% in 2007, the proliferation of quality access to the Internet is beginning to take off [52]. Due to the growing influence of new technologies on students, researchers have started to examine the potential of the use of new technology for civic and citizenship education [4,[53][54][55]. While research in this area has grown, a technologically advanced era demands continuous assessment in how well schools and their proxy of civic education, the social studies, are fostering informed and active democratic citizens [6].…”

Section: Technology and The Social Studies: A Story Of Missed Opportumentioning

confidence: 99%

Investigating Student Use of Technology for Engaged Citizenship in A Global Age

Maguth

2012

Education Sciences

View full text Add to dashboard Cite

This study undertook a five month qualitative investigation into technology use amongst twelve high school social studies students in two different sites in the Midwestern United States. This study examined students’ use of technology and its relationship to three dimensions of citizenship in a global age: understand global events, issues, and perspectives, participate in global networks to communicate and collaborate with global audiences, and advocate on global problems and issues to think and act globally. Collecting data through semi-structured student interviews, online-threaded discussions and document analysis, I triangulated findings, and employed a qualitative approach. The study finds a relationship between student participants’ use of technology and their serving as engaged citizenship in a global age. In using technology, students accessed international news and information, joined global networks to communicate and collaborate with global audiences, and produced digital content for international audiences

show abstract

“It is just easier to do what you did before…”: An Update on Internet Use in Secondary Social Studies Classrooms in Indiana

Cited by 14 publications

References 17 publications

An Opportunity to Learn US History: What NAEP Data Suggest Regarding the Opportunity Gap

An Opportunity to Learn US History: What NAEP Data Suggest Regarding the Opportunity Gap

Knowledge and User Specifics of Digital Competence of Teachers of Human and Social Sciences in Secondary Vocational Education

Investigating Student Use of Technology for Engaged Citizenship in A Global Age

Contact Info

Product

Resources

About