Search results for: Sheffield Caroline C.

This study examines middle grades social studies teachers’ technology integration in their classrooms. The participant teachers indicated their beliefs that technology integration was important for student learning and that students learned best in an active, hands-on, classroom. However, few teachers required students to gather and analyze information in the class setting. The findings suggest that multiple factors influence the teachers’ practices, including access and functionality of technology, teacher attitude toward and comfort with technology, and teaching philosophy and pedagogical practice.