Virginia Standards of Learning and Digital Primary Sources: An Incongruence

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Friedman, A. (2006). Virginia Standards of Learning and Digital Primary Sources: An Incongruence. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2006 (pp. 4109-4116). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/22747.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2006
Orlando, Florida, USA
March 19, 2006
ISBN 1-880094-58-4
  Caroline M. Crawford, Roger Carlsen, Karen McFerrin, Jerry Price, Roberta Weber & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Author

Adam Friedman, University of North Carolina at Charlotte, USA

Abstract

The past decade has witnessed a proliferation of state standards and their associated tests in public schools in order to hold schools, teachers, and students accountable for learning outcomes and achievement. In this qualitative study of eight world history and world geography teachers, the degree to which the Virginia Standards of Learning (SOLs) influenced the use of digital primary source materials was examined. The SOLs had a negative influence on digital primary source use because of the large amount of material to be covered for the test, the focus of the test on fact-recall, and the intense pressure noted by the majority of teachers for their students to pass the test. Each finding, as well as their implications, is discussed.

Keywords

• Standards
• Schools
• Students
• Teachers
• Learning Outcomes

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