Evaluating alignment of technology and primary source use within a history classroom
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Swan, K. & Locascio, D. (2008). Evaluating alignment of technology and primary source use within a history classroom. Contemporary Issues in Technology and Teacher Education, 8(2), 175-186. AACE.
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Contemporary Issues in Technology and Teacher Education
Volume 8, Issue 2, June 2008
Association for the Advancement of Computing in Education (AACE)
More Information on CITE Journal
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.
- The study entailed following three 11th-grade American history teachers during the 20032004 academic year. These teachers attended a sequence of professional development
- In a recent article by Mishra and Koehler (2006), the authors borrowed from Shulman (1986) to argue that effective technology integration requires developing sensitivity to the “dynamic, transactional relationship” between pedagogy, content, and technology (P. 1030). The instrument described here was crafted before the framework of technological pedagogical content knowledge (TPCK). Yet, it certainly imbeds the spirit of Mishra and Koehler’s argument that in order to integrate technology and then to assess its effectiveness educators must take into account the complexity and contextuality of teaching. As a result, a checklist that measured technological infusion outside of the context of the pedagogical objectives supported by the technology was clearly
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