A Case of Early Adopters of Technology in a Social Studies Classroom

Autor/inn/en	Regan, Kelley; Evmenova, Anya S.; MacVittie, Nichole P.; Leggett, Alicia; Ives, Samantha; Schwartzer, Jessica; Mastropieri, Margo; Rybicki-Newman, Maria P.
Titel	A Case of Early Adopters of Technology in a Social Studies Classroom
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 19 (2019) 3 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-5804
Schlagwörter	Technological Advancement; Adoption (Ideas); Technology Uses in Education; Social Studies; Technology Integration; Curriculum Implementation; Grade 4; Grade 5; Elementary School Students; Elementary School Teachers; Persuasive Discourse; Team Teaching; Case Studies; Learner Engagement; Writing Skills; United States History; Pretests Posttests; Academic Achievement; Outcomes of Education + Suchen Sie Ihr Suchwort? Technological development; Technologische Entwicklung; Ideas; Ideenfindung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Gemeinschaftskunde; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Persuasion; Persuasive Kommunikation; Teamteaching; Case study; Fallstudie; Case Study; Writing skill; Schreibfertigkeit; Schulleistung; Lernleistung; Schulerfolg
Abstract	Integrating unfamiliar technology in the classroom often requires ample technological resources and professional development. However, these resources are often not available. This case study of qualitative data combined with pretest or posttest student data illustrates how one pair of coteachers autonomously planned for and implemented a digital tool for persuasive writing into their fourth- and fifth-grade classrooms without external supports. Findings revealed the decisions teachers made to integrate the tool into their social studies curriculum and what influenced those decisions, implementation, and student outcomes. Within the context of this case study, the authors provide suggestions for teachers to improve student learning when integrating technology in the classroom. Future research is also discussed. (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 719, Waynesville, NC 28786. Fax: 828-246-9557; Web site: http://www.citejournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01