Download or read book Computer Based Education in the Social Studies written by Lee Ehman and published by Social Studies Development Center. This book was released on 1987 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt: Computers have not revolutionized social studies curricula because so few teachers use them. But research does indicate that computers are flexible instructional tools that can assist in the development of attitudes, intellectual motivation, and inquiry skills. Social studies educators need to consider expanded computer use in their classrooms because computers assist in the preparation of students for effective participation in society. Teachers must understand how technology affects instruction, learning, and classroom environments, along with the types of effective instructional strategies that can be used to achieve specific goals. Educators should acquire the knowledge and experience needed to use computers by reviewing research relating to computer use in teaching and to instructional strategies. Information on research concerning the impact of computers on students, how computers change the way teachers' work, computers' effect on the training process, and computers' influence on the social studies curriculum is included. Necessary teacher competencies and appropriate instructional uses are explored through an analysis of teacher utility programs, databases, data analysis programs, and simulations. A 76-item bibliography concludes the document. (JHP)
Download or read book Computer based Instruction in Middle School Social Studies Classrooms in Missouri written by Jonathon H. Pye and published by . This book was released on 1998 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt: Purpose. The increase in the use of computer-based instruction in education and the proliferation of middle schools in the state of Missouri occurred concurrently in the 1980's. Computer-based instruction was viewed as a new learning tool, which could facilitate a variety of new strategies for educators to employ in the classroom. The formation of middle level education was seen as an attempt to establish meaningful learning for the segment of schooling that encompasses early adolescence at the stage of life between the ages of ten and fifteen (National Middle School Association, 1995). The symbiotic relationship and development of these two educational entities commenced in the 1980's and continues at the moment. The purpose of the study was to determine the frequency and the nature of applications of computer-based instruction in middle school social studies classrooms in Missouri. Procedures. A study questionnaire was mailed to the one hundred and twenty middle school social studies teachers selected by a random sampling procedure from the one thousand and sixty-eight middle school social studies teachers in the state of Missouri (DESE, 1998). The researcher conducted field observations and interviews of social studies teachers and students enrolled in social studies classes. Five teachers indicating the regular use of at least four computer-based instructional strategies in their middle school social studies classrooms were chosen by the researcher for the purpose of observing and interviewing. The data, derived from the study questionnaire, was analyzed by the use of the statistical analytical procedure of chi-square. The statistical program, SPSS$\sp{\copyright}, $ was used to analyze the data pertaining to the null hypothesis. Conclusions. (1) Of the middle school social studies teachers in Missouri, 73.5% indicated the use of at least one form of computer-based instructional strategy on a regular basis. The computer-based instructional strategies listed in the study were drill and practice, simulation, games, database, problem solving, Internet, developing class web pages, graphics, spreadsheets, and tutorials. (2) Of the ten computer-based instructional strategies cited above, middle school social studies classes use the Internet the greatest percentage (53.9%) of the classroom instructional time. (3) There is no statistically significant relationship between the frequency of use of computer-based instruction, mentioned above, in Missouri middle school social studies classes and each of the following demographic variables: years of teaching experience, number of daily preparation periods, size of middle school (student population), school setting (rural, suburban, urban, and outstate urban), and teacher's utilization of computer technology outside of school setting. (4) The primary reason for social studies teachers taking the initiative to incorporate computer-based instruction in middle school social studies classrooms in Missouri is the teachers following the initiative set forth by their school district or school administrative board. (5) The utilization of computer-based instruction by middle school social studies teachers in Missouri does change the classroom learning environment in a positive direction. One reason for this change in classroom learning environment is that student enthusiasm increases when computer-based instructional strategies are used on a regular basis in the social studies classroom.
Download or read book Using Microcomputers in the Social Studies Classroom written by Robert B. Abelson and published by . This book was released on 1983 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this book is to help teachers feel at ease with microcomputers so that they will begin to think of computers as tools that they themselves might use. There are four chapters. The first chapter provides basic information to help a user understand the computer. Discussed are how the computer is put together and how it works. To help teachers generate ideas about how this new educational aid might be useful in terms of their own teaching objectives, the second chapter describes why and how other educators are using the computer. Chapter 3 is an introduction to software evaluation, i.e., how computer programs that are available for use in the classroom can be judged. Criteria are presented. It is suggested that teachers using computer-assisted instruction should have a feel for some of the broader issues related to computers in education, as well as practical knowledge. The purpose of the fourth chapter, which deals with social and educational issues and directions, is to provide a perspective about these broader issues and a context into which teachers might place their own activities. Most of the book's readings provide a bibliography of references and further resources. In addition, a list of resources available through the ERIC system is provided. (RM)
Download or read book Computers and the Social Studies written by Nancy Roberts and published by . This book was released on 1988 with total page 288 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Computers Thinking and Social Studies written by Gene Edward Rooze and published by Libraries Unlimited. This book was released on 1989 with total page 276 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Computer Use in High School Social Studies Classrooms written by Scott W. DeWitt and published by . This book was released on 2004 with total page 254 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Computers in the Social Studies Classroom written by Richard A. Diem and published by . This book was released on 1981 with total page 12 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Technology Tools in the Social Studies Curriculum written by Joseph A. Braun and published by Franklin Beedle & Associates. This book was released on 1998 with total page 424 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is intended for use by college students majoring in education, or by teachers seeking to enhance their knowledge of the digital revolution. It focuses on the enduring elements of technology tools in the social studies curriculum. Exemplary social studies software is introduced; however, the coverage of database tools and hypermedia is deliberately generic. Because of the growing importance of the Internet to educators, one of the closing chapters is devoted to the topic.
Download or read book Computer Based Technology for Special and Multicultural Education written by Lenwood Gibson and published by Plural Publishing. This book was released on 2017-10-11 with total page 273 pages. Available in PDF, EPUB and Kindle. Book excerpt: Computer-Based Technology for Special and Multicultural Education is a comprehensive textbook for integrating computer technology into the classroom. Experienced contributors discuss the growing role of technology in teaching students with exceptional learning needs. Unlike the competition, this textbook addresses classroom technology through multiple lenses: special and multicultural education. Special education teacher candidates, at all levels, will benefit from this in-depth coverage of history, terminology, and research in computer based technology. This background will help readers determine how and when to use technology for the most effective educational experience. Topics include using the combination of computer hardware and specific software programs to deliver evidence-based teaching strategies as supplemental instruction. Computer-Based Technology breaks down teaching methods by addressing the most critical academic areas: reading, writing, mathematics, S.T.E.M., and social studies. Authors acknowledge the differences in each academic area, and how to best incorporate technology into each of these classrooms. Authors use the term "exceptional learners" throughout the text, which describes not only special education students, but also the experience of students with culturally and linguistically diverse backgrounds. These students are faced with unique circumstances and challenges that affect their educational processes. Readers will learn how to use technology to enhance culturally relevant pedagogy, cooperative learning strategies, and the experience of English language learners. Key features: The latest recommendations for websites, mobile applications, and resources for classroom technologyStrategic plans for the most effective use of technology in the classroomIn-depth discussions of special education and multicultural learnersClassroom-specific approaches for technology in reading, writing, mathematics, S.T.E.M. and social studies
Download or read book Computer Integrated Instruction Inservice Notebook written by David G. Moursund and published by . This book was released on 1990 with total page 332 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this notebook is to assist educators who are designing and implementing inservice education programs to facilitate the effective use of computer integrated instruction (CII) in schools. It is divided into the following five sections: (1) Effective Inservice (a brief summary of inservice literature focused on inservice dimensions and design principles); (2) Background Information (an overview of computers in education and a discussion of the roles of computers in problem solving); (3) Initiating/Planning an Inservice (suggestions for preliminary planning and activities and a sample timeline for those activities); (4) An Eight-Session Social Studies Inservice (2-hour sessions cover an introduction to databases, database management systems, making your own database, an introduction to computer simulations, another simulation, teacher productivity tools, graphing to represent data, and problem solving, telecommunications, and closure); and (5) Instruments and Evaluation (a variety of instruments for needs assessment, formative evaluation, and summative evaluation). Each 2-hour science inservice session contains some or all of the following: narrative overview, script (topics, objectives, materials, activities), timeline, handouts, and readings. References are listed throughout the notebook and a software bibliography is included in section 4. (DB)
Download or read book Computer based Education written by and published by . This book was released on 1989 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Computer Literacy written by Robert J. Seidel and published by Academic Press. This book was released on 2014-05-10 with total page 325 pages. Available in PDF, EPUB and Kindle. Book excerpt: Computer Literacy: Issues and Directions for 1985 is based on a conference entitled "National Goals for Computer Literacy in 1985", held in Reston, Virginia, on December 18-20, 1980, under the auspices of the National Science Foundation. The conference provided a forum for discussing views on computer literacy, as well as methods for infusion of computer-related objectives and activities into existing curricula for different age levels. Issues and barriers to developing national goals for achieving a computer-literate society in the United States are also examined. Comprised of 31 chapters, this book begins by presenting four major approaches to a perspective on computer literacy: impact of computer literacy on the citizenry; major national components of a computer literacy program; development of an information handling curriculum for an evolving computer literacy concept; and a 30-year historical overview of "computer events in three strands" (research/development/technology, education, and social/political institutional). The next section considers the definitions and requirements of computer literacy as they impact society, students, and teachers. The use of the computer in cognitive research and in problem solving is also discussed, together with curriculum development in computer literacy. This monograph will be of interest to students, teachers, school administrators, and educational policymakers.
Download or read book How People Learn written by National Research Council and published by National Academies Press. This book was released on 2000-08-11 with total page 386 pages. Available in PDF, EPUB and Kindle. Book excerpt: First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methodsâ€"to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education.
Download or read book Information Technologies written by Frank B Raymond Iii and published by CRC Press. This book was released on 2020-10-07 with total page 215 pages. Available in PDF, EPUB and Kindle. Book excerpt: This insightful volume explores examples of the use of technology to teach social work knowledge, values, and skills across the curriculum. The chapters cover a wide range of perspectives, including international views of the role of information technology in Great Britain and Malaysia, training approaches for faculty development, and computer-based software that has the potential to transform the manner in which curriculum objectives are met. Prepare for technology-based instruction in social work education for the 21st century! Information Technologies: Teaching to Use--Using to Teach Information Technologies: Teaching to Use--Using to Teach, addresses your need to fully prepare today?s social work graduates to work and live in this rapidly changing, technology-enhanced environment. Based on the 1997 Information Technologies Conference: Using to Teach--Teaching to Use, held in Charleston, South Carolina, this book covers the multitude of topics that were presented on technology-based instruction as we head into the 21st century. Articles in Information Technologies range from the use of the Internet and computer applications to research projects that address the effectiveness of technology-based teaching and learning activities. It also dicusses international views on the role of information technology in Britian and Malaysia. Information Technologies gives particular attention to distance education, and it is the most thorough treatment to date of the use and teaching of technology in social work education. Specific areas you?ll gain valuable information from include: establishing a faculty development lab starting intensive faculty training sessions computer-based software that has the potential to transform the manner in which curriculum objectives are met international perspectives on information technology the use of Geographic Information Systems technology in social work practice as a tool for improved visualization of social and economic inequalities models for teaching social work curriculum with technologyWith Information Technologies, you will gain a competetive edge in preparing your faculty and students with the latest world-wide information on studies pretaining to technology use in a social work setting. A conglomeration of diverse and well-researched articles on the use of technology to enhance social work education await you in this special volume.
Download or read book Stages of Concern and Frequency of Use of Computer based Resources by Middle School Social Studies Teachers written by Steven William Hinch and published by . This book was released on 2000 with total page 310 pages. Available in PDF, EPUB and Kindle. Book excerpt: The overall purpose of this study was to determine the Stages of Concern and Frequency of Use by social studies teachers in the application of a computer-based enhanced curriculum adoption by the R12 School District of Springfield, Missouri in the 1995-1996 school year. This adoption was a technology-based emphasis in social studies instruction, replacing a more traditional textbook driven curriculum. The study resulted in three findings: First, midway through the curriculum implementation of the district's technology initiative, the middle-school social studies faculty's level of concern about the use of technology in their classrooms classify them as "non-users," suggesting potential resistance to the innovation. Second The Springfield R-12 middle-school social studies teachers are currently using 40 percent of available technology applications several times a month. Word processing is the most frequently used technology application and the only one being used on a weekly basis. Third, the Frequency of Use of technology is significantly impacted by attendance at Springfield R-12 workshops and by no other factor determined in this study. Three recommendations for practice are presented: First, taken from Concerns-Based Adoption Model research includes legitimize the existence and expression of personal concerns, open the lines of communication to provide encouragement and reinforce personal adequacy and connect individual teachers with others whose personal concerns have diminished and who will be supportive. Second, since inservice workshops have proven to be a positive significant factor in use of technology, continue this practice, with possible refinement and/or expansion. Third, the school district should use the data provided as a baseline to continue to track progress of the curriculum implementation. This study supports research that concludes that change is a process and that the degree of change is different for each teacher involved. The apparent lack of correlation in the data analysis seems to indicate that more emphasis should be expended on the part of designated change facilitators within the school district to guide and direct the integration and implementation of the technological-curricular change desired.
Download or read book Interactive Technologies and the Social Studies written by Peter H. Martorella and published by SUNY Press. This book was released on 1997-01-01 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt: Provides a comprehensive guide to and analysis of the expanding role of technology in the social studies curriculum and classroom.
Download or read book Computers and Classrooms written by Richard J. Coley and published by . This book was released on 1997 with total page 72 pages. Available in PDF, EPUB and Kindle. Book excerpt:
