National Educational Technology Standards and Technology Beliefs and Practices of Social Studies Faculty: Results From a Seven-Year Longitudinal Study
Adam Friedman, Wake Forest University, United States ; Cheryl Bolick, University of North Carolina at Chapel Hill, United States ; Michael Berson, University of South Florida, United States ; Erik Porfeli, Northeastern Ohio Universities College of Medicine and Pharmacy, United States
CITE Journal Volume 9, Number 4, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
This paper presents the findings from the third survey administration of a longitudinal study that explores the beliefs, practices, and efficacy of social studies faculty members from across the United States in terms of instructional technology use. The findings of this study demonstrate that familiarity with the National Educational Technology Standards, as well as confidence with technology, are related to the frequency and type of technology that social studies faculty members utilize in their courses. This survey is particularly significant because it reports on the field’s beliefs and practices over time, and results can influence policy, funding, and future research.
Friedman, A., Bolick, C., Berson, M. & Porfeli, E. (2009). National Educational Technology Standards and Technology Beliefs and Practices of Social Studies Faculty: Results From a Seven-Year Longitudinal Study. Contemporary Issues in Technology and Teacher Education, 9(4), 476-487. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved March 31, 2023 from https://www.learntechlib.org/primary/p/29298/.
© 2009 Society for Information Technology & Teacher Education
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