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A case study of a social studies tea...

Fontanarosa, Larry M.

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A case study of a social studies teacher's pedagogical stance toward the use of computers as a tool for learning in a middle school.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A case study of a social studies teacher's pedagogical stance toward the use of computers as a tool for learning in a middle school./
作者:	Fontanarosa, Larry M.
面頁冊數:	136 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-09, Section: A, page: 3178.
Contained By:	Dissertation Abstracts International64-09A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3103200

A case study of a social studies teacher's pedagogical stance toward the use of computers as a tool for learning in a middle school.
Fontanarosa, Larry M.

A case study of a social studies teacher's pedagogical stance toward the use of computers as a tool for learning in a middle school. - 136 p.

Source: Dissertation Abstracts International, Volume: 64-09, Section: A, page: 3178.

Thesis (Ph.D.)--Kent State University, 2003.

This study investigated a social studies teacher's pedagogical beliefs and practices regarding the integration of computers into his classroom lessons, examined his experiences regarding computer integration, identified factors that influenced computer usage, and provided understanding of successes and failures encountered as he integrated computers in his classroom.Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

A case study of a social studies teacher's pedagogical stance toward the use of computers as a tool for learning in a middle school.
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245 1 2 $a A case study of a social studies teacher's pedagogical stance toward the use of computers as a tool for learning in a middle school.
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500 $a Source: Dissertation Abstracts International, Volume: 64-09, Section: A, page: 3178.
500 $a Directors: David W. Dalton; Richard T. Vacca.
502 $a Thesis (Ph.D.)--Kent State University, 2003.
520 $a This study investigated a social studies teacher's pedagogical beliefs and practices regarding the integration of computers into his classroom lessons, examined his experiences regarding computer integration, identified factors that influenced computer usage, and provided understanding of successes and failures encountered as he integrated computers in his classroom.
520 $a The study participant was a middle-age social studies teacher at a suburban middle school. Qualitative data were generated through an ethnographic single case study design using interview transcripts, observations, and the researcher's journal and were coded and grouped into specific themes. Comparison of data, a dependability audit, triangulation, and member checks were used to minimize potential bias.
520 $a Results indicated that this teacher's pedagogical stance was based on his beliefs about, background in, professional development for, and experiences with computer usage. Computer integration into social studies lessons was influenced by student usage of computers to construct assignments, computer use as a response to student behavior, and decisions by school administration involving computer usage and software programs.
520 $a This study demonstrated a relationship between pedagogy and computers, and documented three patterns: (a) pedagogical strategies varied according to the teacher's knowledge and experiences regarding computer integration; (b) pedagogical strategies varied according to the teacher's familiarity with software programs; and (c) influences from students, colleagues, and school administration strongly affected pedagogical strategies for computer integration.
520 $a This research indicated that this teacher's ability and knowledge of integrating computers into his social studies lessons was based on his experiences with using computers and his experiences with integrating computers into previous lessons.
590 $a School code: 0101.
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