Hineman, J. M. (2011). Double standards: Using teachers’ perceptions to develop a standards-based technology integration method for social studies (Publication No. 3528366) [Doctoral dissertation, Robert Morris University]. ProQuest Dissertations & Theses Global.

Abstract:

“This qualitative collective case study with an action research design identified teachers’ perceptions of the use of technology in standards-based social studies education. Data were collected from semi-structured, one-on-one interviews conducted with a purposive sample of ten in-service social studies teachers from southwestern Pennsylvania. Study results indicated that participants believed state academic standards were necessary, used technology in the teaching of social studies, felt technology training needed to be improved, and believed that the use of technology is beneficial to students’ learning of social studies content. The results of the study supported the development of a technology integration planning model and standards-based lesson template designed to support teachers participating in an interorganizational community of practice integrating technology into social studies pedagogy guided by state academic and national technology standards. As part of the development of this technology integration method, the researcher used the Technological Pedagogical Content Knowledge (TPACK) conceptual framework developed by Mishra and Koehler (2006). Use of the technology integration method proposed as a result of this action research recognizes and supports teachers’ need to balance technology, pedagogy, and content in 21st century teaching and teacher professional development.”