Abstract
The
International Society of Technology in Education (ISTE) and the National
Council for the Accreditation of Teacher Education (NCATE) has developed
standards for the application of technology in instruction. This
study gathered data on the usage of instructional technology by middle
school social studies teachers in Missouri. Findings indicate that technology
was not a factor in planning social studies curriculum. Seventy-three
percent of the social studies classrooms used at least one form of computer-based
instructional strategy on a regular basis. 53.9 % of the survey respondents
stated the Internet was the favored form of technology integrated into
classroom instruction. Middle school teachers were interviewed about
the instructional strategies used when integrating technology into their
social studies curriculum. Middle level students were interviewed to
offer insights into the usage of technology into their social studies
education. The article closes with the implications for implementing
ISTE's technology in instruction standard.
Introduction
"Educational technologies
offer new pathways to learning, encourage the emergence of higher-order
thinking skills, and enable teachers and students to interact with real
world resources in unprecedented ways" (National Middle School
Association, 1995, p. 25).
The position paper, This
We Believe (1995), reported on the educational value of the establishment
of middle schools and stated the importance of computer-based instruction
at the middle school level of education. The National Middle School
Association envisions technology as an important and viable instructional
strategy for middle school education. As a result of such position papers,
middle school educators need to ask about the use of computer/technology
resources in instruction.
SURVEY OF THE LITERATURE
The National Standards
In 1994, the International
Society of Technology in Education (ISTE) and the National Council for
the Accreditation of Teacher Education (NCATE) developed national standards
for technology in education. The foundation standards for all teachers
includes basic computer skills, personal and professional skills, and
application of technology in instruction. Teachers apply technologies
to support instruction in their grade level and subject areas. Teachers
plan and deliver instructional units that integrate a variety of software,
applications, and learning tools. Lessons reflect effective grouping
and assessment strategies for diverse populations. The following list
of technology in instruction standards were developed by ISTE.
Application of Technology
in Instruction
- explore, evaluate, and
use computer/technology resources including applications, tools, educational
software, and associated documentation.
- describe current instructional
principles, research, and appropriate assessment practices as related
to the use of computers and technology resources in the curriculum.
- design, deliver, and assess
student learning activities that integrate computers/technology for
a variety of student group strategies and for diverse student populations.
- design student learning
activities that foster equitable, ethical, and legal use of technology
by students.
- practice responsible,
ethical and legal use of technology, information, and software resources.
(International Society of Technology in Education, 1994)
The National School Technology
and Readiness (STaR) Assessment conducted a survey on the presence,
use, and integration of technology in nearly 80,000 public schools in
the American schools. The StaR report found that less than 3% of classrooms
have integrated technology into the curriculum. Fifty-nine percent of
American schools did not have technology or it was inadequate. Twenty-six
percent considered technology as an add on and twelve percent did not
devote time to the use of technology. (National StaR, 1997).
