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A case study: Social studies preservice teachers' perceptions and attitudes toward computer technologies

, The Pennsylvania State University, United States

The Pennsylvania State University . Awarded


A Case Study: Social Studies Preservice Teachers' Perceptions and Attitudes toward Computer Technologies has its rational basis in the proliferation of technology throughout every aspect of the contemporary world. Specifically, the purpose of this study is to explore the perceptions, attitudes and knowledge of preservice teachers as they pertain to technology in social studies education.

This investigation examines whether preservice teachers want to use computer technology in social studies, their motivations and how they plan to employ computer technology in social studies instruction. In addition, the factors that influence social studies preservice teachers' use of computer technology will be explored and described.

The value of this study lies in three areas: (1) Growing interest technology's use in classrooms and limited research illustrate the importance of examining integration of information technology as teaching and learning tools on the attitudes and practices of preservice teachers. (2) Adding to the body of knowledge in preservice teacher education and information technology integration is important for methods courses. (3) And, the prescriptive findings of this research provide an effective model for integrating information technology in social studies teacher education.

This study's findings confirm that conducting new research regarding the place of computer technologies in social studies education, especially, in preservice teachers' education is necessary to understand current situation in the use of computer technologies in social studies education. (Abstract shortened by UMI.)


Kesten, A. A case study: Social studies preservice teachers' perceptions and attitudes toward computer technologies. Ph.D. thesis, The Pennsylvania State University. Retrieved September 22, 2020 from .

This record was imported from ProQuest on October 22, 2013. [Original Record]

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