Scholarship & Research
Permanent URI for this communityhttps://scholarworks.montana.edu/handle/1/1
Browse
6 results
Search Results
Item Secondary social studies teachers' perspectives on primary source planning(Montana State University - Bozeman, College of Education, Health & Human Development, 2016) Johnson, Spencer Theadore; Chairperson, Graduate Committee: Christine Rogers StantonHow are 21st Century teachers incorporating primary sources into their history lessons, and what challenges do they face in doing so? The social studies classroom is changing from pedagogy driven by textbook memorization to one that embraces a more authentic understanding of how history works. This change is accelerating due to new technologies and available primary sources on the Internet. This qualitative study questioned professionals in the field and resulted in four themes: Criteria for Effective Sources, Points of Access for Appropriate Source Material, Challenges Encountered in Finding Appropriate Sources, and Planning Lessons Using Sources. 'Criteria for Effective Sources' centers on what makes primary sources useful in the classroom. The 'Points of Access for Appropriate Source Material' theme describes how accessible primary sources are. The 'Challenges Encountered in Finding Appropriate Sources' theme describes why planning is time consuming. Finally, the 'Planning Lessons Using Sources' theme describes how teachers use sources in their lesson planning process. In essence, primary sources are available, but teachers need time to find and modify those sources to fit their instruction. Better website designs that look at efficiently presenting material on websites, as well as more focused professional development concerning the implementation of sources, could solve some of the challenges social studies teachers face.Item Experiences of women over 70 years of age learning computer skills(Montana State University - Bozeman, College of Education, Health & Human Development, 2003) Cook, Joan WalkerItem The relationship between a school district's perceived progress in implementing a school technology plan which uses Internet access and on-line educational resources and a set of school district characteristics(Montana State University - Bozeman, College of Education, Health & Human Development, 1999) Miller, Kirk J.Item Faculty development for electronic technology-based distance education in public two-year institutions of higher education with allied health programs(Montana State University - Bozeman, College of Education, Health & Human Development, 2001) Mueller, Irene Louise ElizabethItem The relationship of cognitive question levels to student response patterns in computer mediated instruction(Montana State University - Bozeman, College of Education, Health & Human Development, 2000) Obbink, Kimberly K.Item Teachers' planning process : TPACK, professional development, and the purposeful integration of technology(Montana State University - Bozeman, College of Education, Health & Human Development, 2012) Ritter, David Scott; Chairperson, Graduate Committee: Jane DowneyTechnology is becoming quite pervasive in society at large. Its integration into secondary schools and its use with curriculum requires a unique knowledge of its purposeful articulation as it relates to curriculum goals and student outcomes. Therefore, this study will focus on how an educator's decision-making process determines how technology will be integrated within the planning process of secondary educators, and how these decisions may be affected by an educators technological pedagogical content knowledge, otherwise known as TPACK. Qualitative analysis was then used to evaluate a Technology Integration Rationale (TIR) that was produced by members of a rural professional development cohort. Qualitative analysis was also conducted on transcribed face-to-face semistructured interviews. The TIR and the interviews involved a cohort representing a rural school district who attended a professional development course that was facilitated by a University in the Rocky Mountain West. The TIR was then scored using a valid rubric to measure an educator's TPACK score. Face-to-face semi-structured interviews were transcribed by hand to gain a sense of an educator's understanding of the TPACK framework as it relates to the purposeful use of technology in lesson decision-making. The study found that ones growing familiarity with the use of a specific technology could affect an educator's self-assessed TPACK score. Once an educator understood how to use a specific technology its familiarity made it transparent or simply just another piece of the curriculum. The study also found that barriers can have a significant effect on an educators' decision making when deciding to use technology, and as a result affects an educator's self-assessed TPACK score. Recommendations for further study include examining how the familiarity or transparent nature of technology can affect curricular decision-making, future professional development regarding the TPACK framework, and educator beliefs or efficacy as it relates to integrating technology.