The 1997 Computers and
Classrooms: The Status of Technology in U.S. Schools survey reported
forty percent of eighth grade social studies teachers used computer-based
instruction in their classroom. When compared to the 1990 survey results
of Northrup and Rooze, this study indicates that computer-based instruction
has remained relatively static. Northrup and Rooze found that eighty-four
percent of social studies teachers had access to computers, fifty-four
percent of the teachers used computer technology during the school year.
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Technology in Middle
Schools
The Policy Information
Center of Educational Testing Service (ETS) commissioned a national
census on computer-based instructional usage in classrooms. The
ETS reported that of eighth grade social studies teachers surveyed
only thirty-two percent used computer-based instruction (Coley,
Cradler, & Engle, 1997). Sherman (1997) notes that successful
integration of technology in middle schools will not occur until
there is access to equipment and related resources, reliable on-site
technical support, and school-wide technology initiatives.
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Waxman and Huang observed
the extent of technology integration in 200 urban elementary and middle
school classrooms. They observed the implementation of four commonly
used computer activities: drill and practice, games, problem solving,
and writing activities. However, such activities "were observed
only 1% of the time in middle school classrooms."
Rakes, Flowers, Casey, and
Santana reported on the use of technology in classrooms. When students
used classroom time for computer use, drill and practice software was
used 66.4% of the time and 74.7% indicated that their students do not
use basic desktop publishing software (e.g., word processing, and spreadsheets).
Web publishing and presentation software, on the other hand, composed
70.2% of computer use time. Also, 75.2% surveyed affirmed Internet access
in their classrooms with approximately two-thirds indicating that World
Wide Web resources were not used on a regular basis.
Jin and Abate (1999) surveyed
twenty middle school teachers at urban and suburban middle schools in
Northeast Ohio. Data collection, data analysis, visual/written communication,
and design were the learning activities central to technology use or
non-use. The study found a wide range of technology skills for middle
school teachers.
Technology in Missouri
Schools
The Missouri Department of
Elementary and Secondary Education (1997) commissioned the Missouri
School District Computing Census. The survey was to gain information
about the extent of Internet access in school districts and in individual
school buildings in Missouri. Sixty-one percent of Missouri public schools
reported having at least some students using the Internet to research
and collect resources. The census showed that fifty percent of Missouri
public schools report that at least some of the teachers incorporate
Internet accesses in their classrooms as a part of classroom instruction.
Within Missouri, on average there are twenty-four students per computer
with Internet access. In classrooms where the state average of students
per computer was met, thirty-six percent of the instructors report that
the Internet was a benefit to instruction.
The review of the literature
supports the need for future research on the use of technology in middle
school social studies instruction. Technology in middle schools should
focus on the following ISTE instruction technology standards: 1. design,
deliver, and assess student-learning activities that integrate computers/technology
for a variety of student group strategies and for diverse student populations
and 2. describe current instructional principles, research, and appropriate
assessment practices as related to the use of computers and technology
resources in the curriculum (ISTE, 2000).
Technology Strategies
Technology is a tool for
teaching social studies. Computer use in social studies can be divided
into three categories: instructional software, productive software,
and computer-based reference tools (Freiwald, 1997). Instructional software
such as tutorials, drill and practice, games, simulation, and exploratory
environments are used in social studies. The Internet provides virtual
field trips, primary source documents, and telecommunication. Parker
and Jarolimek (1997) incorporated the Internet into inquiry learning
and reasoning with complex problems. Middle school students use the
Internet to find the latest information on current events (Windschitl
& Irby, 1999).
The National Educational
Technology Standards for Students (ISTE, 2000) developed performance
indicators for technology-literate eighth grade students. For example,
students should be able to use social studies technology tools, software,
and simulations. Students learn to apply multi-media tools and publish
products such as web pages. Technology can facilitate higher order thinking
skills when students use telecommunication to investigate social studies
problems and issues and use technology to solve problems.
This study will address the
use of technology in middle school social studies teachers in Missouri.
What technologies do middle school social studies teachers use in their
classrooms? What percentages of middle school social studies teachers
employ instructional technology strategies? Does the use of instructional
technology by middle school social studies teachers change the classroom
learning environment and if so, in what way?
