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Modules to teach the appropriate integration of technology into social studies teaching were pilot-taught in a secondary social studies methods course. The seven modules emphasized the World Wide Web as a resource for teachers and students. Pre- and post-course surveys were conducted with the 24 students in the course. Both qualitative and quantitative evidence showed that most methods students valued, understood, and were able to use the Web in planning instruction. No conclusions can be drawn about the impact of the modules or instruction on the students in the course. The freestanding module approach does not appear to be an efficacious approach to integrating technology use in teacher education courses or programs. The revised modules are available on the Web for other methods instructors to adopt or adapt. (Author/BT)

Descriptors: Higher Education, Instructional Effectiveness, Learning Modules, Methods Courses, Qualitative Research, Secondary Education, Social Studies, Statistical Analysis, Student Surveys, Teacher Education, Technology Integration, World Wide Web











Autor: Ehman, Lee H.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=9271&id=ED437331







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