Evaluating Alignment of Technology and Primary Source Use within a History Classroom

Autor/inn/en	Swan, Kathleen; Locascio, David
Titel	Evaluating Alignment of Technology and Primary Source Use within a History Classroom
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 8 (2008) 2, S.175-186 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-5804
Schlagwörter	History Instruction; Primary Sources; Teaching Methods; Outcomes of Education; Technology Uses in Education; Workshops; Faculty Development; Secondary School Teachers; Grade 11; Evaluation Methods; Observation; Qualitative Research + Suchen Sie Ihr Suchwort? History lessons; Geschichtsunterricht; Primärquelle; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lernwerkstatt; Schulung; School year 11; 11. Schuljahr; Schuljahr 11; Beobachtung; Qualitative Forschung
Abstract	Many researchers in the social studies have supported the use of primary sources in history classrooms as a support for historical inquiry. Although primary sources have become accessible via the Internet, simply using digital primary sources, does not automatically translate into historical thinking or technology best practice. Consequently, an evaluation matrix was constructed for one study to gauge the fidelity of primary source use according to three domains, curriculum content, instructional processes, and student products or outcomes. In this article, the researchers provide background information on the development of the evaluation matrix, present the instrument, and evaluate its effectiveness in categorizing both primary source and technology usage. (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: business@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01