A CASE STUDY: SOCIAL STUDIES PRESERVICE TEACHERS’ PERCEPTIONS AND ATTITUDES TOWARD COMPUTER TECHNOLOGIES

ABSTRACT

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.

Data consisted of observations, interviews, surveys, informal conversations, and email communications. Twenty-eight preservice teachers were given a survey that asked how often they use computer technology, how familiar they are with computer technology, and what they think about the place of computer technology in social studies

 

education. From these survey results, eight preservice teachers were chosen to participate in in-depth interviews.

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.  Research suggesting the place of computer technologies in social studies education dated data should be extremely careful not to avoid inaccurate judgments about this critical issue, especially about social studies preservice teachers’ perceptions and attitudes toward computer technologies. As exemplified, social studies preservice teachers’ computer technology backgrounds, and experiences and problems with computer technologies has changed over the years and using ten years old research as a basis for improving teacher education programs or to making new policies could pose extra problems instead of offering solutions. Therefore, all social studies research should conduct more investigations regarding social studies preservice teachers’ perceptions and attitudes toward computer technologies before taking any further steps in social studies teacher education programs. Also supported by the data is that universities could reorganize their social studies education programs for more effective methods courses designed to enhance the use of computer technologies in social studies education. In addition, research shows the requirement for updated insight into preservice teachers’ needs regarding computer technologies. Even though the social studies preservice teachers participating in this study requested training at a minimal level, they still articulated appreciation if training integrates into methods classes.

TABLE OF CONTENTS

LIST OF FIGURES ………………………………………………………………………………………..ix

LIST OF TABLES………………………………………………………………………………………….xii

Chapter 1  INTRODUCTION TO THE STUDY ………………………………………………..1

1.1 Introduction………………………………………………………………………………………1

1.2 The Problem and Need for Study………………………………………………………….5

1.2.1 Purpose and Research Questions………………………………………………….9

1.2.2 Significance of the Study…………………………………………………………….10

Chapter 2  LITERATURE REVIEW…………………………………………………………………12

2.1 Introduction………………………………………………………………………………………..12

2.2 Technology in Preservice Social Studies Teacher Education…………………….12

2.3 Barriers to Computer Use …………………………………………………………………….21

2.3.1 Lack of Hardware, Software and Technical Support………………………22

2.3.2 Lack of Time …………………………………………………………………………….23

2.3.3 Lack of Training………………………………………………………………………..23

2.4 Factors that Facilitate Computer Use……………………………………………………..26

2.5 Summary……………………………………………………………………………………………29

Chapter 3  RESEARCH DESIGN AND METHODOLOGY………………………………..31

3.1 Overview……………………………………………………………………………………………31

3.2 Theoretical Framework of Research Design …………………………………………..32

3.2.1 Case Study………………………………………………………………………………..34

3.3 Data Collection…………………………………………………………………………………..35

3.3.1 Data Sources and Sampling Criteria……………………………………………..36

3.3.2 Research Participants………………………………………………………………….37

3.3.3 Procedures of Data Collection……………………………………………………..38

3.3.3.1 Survey……………………………………………………………………………..39 3.3.3.2 Interviews………………………………………………………………………..39

3.3.3.3 Observations…………………………………………………………………….40

3.3.3.4 Archival Evidence…………………………………………………………….41

3.4 Process of Data Analysis ……………………………………………………………………..41

3.4.1 Coding Documents (Creating Nodes)……………………………………………42

3.4.2 Grouping Codes into the Categories (Creating Trees) …………………….43

3.4.3 Searching Sorting and Assembling during Analysis Using NVivo……44

3.5 Validity Concerns in Qualitative Inquiry: Standards of Quality

&Trustworthiness ………………………………………………………………………………45 3.5.1 Credibility…………………………………………………………………………………47

3.5.2 Dependability…………………………………………………………………………….48

3.5.3 Transferability …………………………………………………………………………..50

3.6 Summary……………………………………………………………………………………………52

Chapter 4  FINDINGS AND DISCUSSIONS…………………………………………………….53

4.1 Introduction………………………………………………………………………………………………53

4.2 Description of Methods Course (Social Ed II) ………………………………………..54

4.3 Survey Results ……………………………………………………………………………………59

4.3.1 Preservice Teachers’ Background Information………………………………60

4.3.2 Preservice Teachers’ Experiences with Computer Technology in

Education……………………………………………………………………………………64

4.3.3 Preservice Teachers’ Attitudes Regarding Computer Technologies

in Social Studies………………………………………………………………………….68

4.3.4 Preservice Teachers’ Computer Proficiency………………………………….82

4.4 The Preservice Teachers………………………………………………………………………89

4.4.1 Melissa……………………………………………………………………………………..89

4.4.2 Tim…………………………………………………………………………………………..91

4.4.3 Amy …………………………………………………………………………………………93

4.4.4 Andrew …………………………………………………………………………………….95

4.4.5 Steve ………………………………………………………………………………………..96

4.4.6 Lisa ………………………………………………………………………………………….98

4.4.7 John………………………………………………………………………………………….99

4.4.8 Mark…………………………………………………………………………………………101

4.5 First Theme: Participants’ Attitudes and Perceptions toward Computer

Technology……………………………………………………………………………………….102

4.5.1 Place and Importance of Computer Technologies in Social Studies….104

4.5.1.1 Attitudes and Perceptions toward Computer Technologies in

General………………………………………………………………………………..105 4.5.1.1.1 Positive Attitudes and Perceptions……………………………..105

4.5.1.1.2 Negative Attitudes and Perceptions. …………………………..109

4.5.1.2 Attitudes and Perceptions Regarding the Place of Computer

Technologies in Student Learning……………………………………………114

4.5.1.3 Attitudes and Perceptions Regarding the Place of Computer Technologies in Teaching and Teacher Preparation…………………..119

4.5.1.3.1 Willingness to Use Computer Technologies and Relationship between Computer Competency Level and

Using Computer Technologies in Teaching and Teacher

Preparation. ……………………………………………………………………119

4.5.2 Computer Technologies (Hardware and Software) Possibly Used by Preservice Teachers in Teaching and Teacher Preparation……………131

4.5.2.1 PCs and Laptops……………………………………………………………….132

4.5.2.2 SMART Board …………………………………………………………………134

4.5.2.3 PowerPoint ………………………………………………………………………136

4.6 Second Theme: Participants’ Opinions regarding Problems and Training in Computer Technologies and Suggestions for Solutions……………………….139

4.6.1 Challenges with Computer Technologies………………………………………141

4.6.1.2 Classroom Management…………………………………………………….141

4.6.1.3 Hardware and Software Problems ……………………………………….143

4.6.2 Opinions regarding Training in Computer Technologies…………………145

4.6.3 Expectations and Experiences before and after Student Teaching

regarding Computer Technologies…………………………………………………148

4.7 Summary……………………………………………………………………………………………156

Chapter 5  CONCLUSIONS & IMPLICATIONS……………………………………………….158

5.1 Assertions…………………………………………………………………………………………..159

5.1.1 Assertion One: Social studies preservice teachers can integrate computer technologies into instructions in the future even though they have some concerns in their minds. However, the use of computer technologies will be limited and will not be different than integrating other tools, such as globes and maps, in the classroom

under many circumstances. …………………………………………………………..159

5.1.2 Assertion Two: While the literature claims that methods course training will improve use of technology in social studies classes, preservice teachers’ backgrounds and experiences with computer technologies are more influential on their perceptions and attitudes

toward computer technology than are their computer proficiency

levels or the training given in college. ……………………………………………164

5.1.3 Assertion Three: Lack of hardware and software, and types of technologies available in schools and in homes are one of the

greatest barriers to use of computer technologies in social studies

education. …………………………………………………………………………………..171

5.2 Implications ……………………………………………………………………………………….178

5.2.1 Implications for Social Studies Researchers and Educators……………..178

5.2.2 Implications for Policy Makers ……………………………………………………181

5.3 Recommendations for Further Research…………………………………………………183

Bibliography ………………………………………………………………………………………………….185

Appendix A  Informed Consent Form for Behavioral Research Study the Pennsylvania State University ……………………………………………………………………199

Appendix B  Survey Questions…………………………………………………………………………202 Appendix C  Node Listing……………………………………………………………………………….208

Chapter 1

 

INTRODUCTION TO THE STUDY

1.1 Introduction

At this in a time the majority of schools have computers with the Internet connections that are available for teacher and student use. The National Center for

Education Statistics (NCES) report that in 2001, 99% of public schools in the United States had access to the Internet, up from the 1994 level of 35% (2002). The push for computer use that this tendency demonstrates has several roots: the capabilities of computers, the disappointment with present educational practices, the accomplishments commercial interests have had in incorporating computers into daily practice, and the obvious inevitability of raising reliance on computers in the years and decades to come

(DeWitt, 2004).

In the last two decades, this tendency toward computer technology and the increasing number of computers and Internet connections in schools gives rise to very heated discussions regarding the roles of computer technology in education. On the one side, proponents of computer technology claim that the use of computers in education leads to new areas of knowledge and offers tools that have the potential to change some of existing educational methods (Bennett & Pye, 1998; Sulivant, 2002). They also believe that the teacher is the key to the effective exploitation of this resource in the current educational system, and as computer use continues to increase in society, potential educators must, in their training, prepare for the use of computers the classroom. On the other side, many other intellectuals and educators express reservations about the use of computer technology in K-12 classrooms and in preservice teacher education (Clark,

1994; Cuban, 2001; Postman, 1993, 2000; Ross, 2000; Russell, Bebell, O’Dwyer, &

O’Connor, 2003; VanFossen, 1999/2000).

However, according to Mehlinger and Powers (2002), “The question is no longer whether technology will have an impact on teaching and learning; the interesting questions are what that impact will be, how rapidly it will grow, and whether the results will be beneficial to individuals, schools and colleges, and society as a whole” (pp. 1112).

As a normal consequence of this trend, preservice teachers’ education has become one of the focal points of these discussions over last decade. Proponents of technology believe that preservice teacher education is a crucial site for integrating technology into classrooms. What this perspective suggests is that computer use in the classroom requires adequate preservice training (Beisser, 1999; Bennett & Scholes, 2001; Dexter & Riedel,

2003; Diem, 2000; Mason & Berson, 2000; L. C. Mason et al., 2000; Mehlinger &

Powers, 2002; Merryfield, 2000; Riley & Stern, 2001)

According to the research on effective social studies teaching, White (1999) stated that effective teaching and learning takes place when preservice social studies methods courses use the transformative approach. The transformative approach, based upon the constructivist model of teaching and learning, includes modeling, reflecting (White, 1999), collaborating (Vannatta & Beyerbach, 2000), and developing an interactive community of learners (NCSS, 1994; White, 1999). According to White, the integration

of technology as a teaching and learning tool falls within the spectrum of the transformative approach in teaching social studies. In a study of 415 preservice social studies teachers, White stated that nearly 100% of the participants felt that using a transformative approach to technology integration combined with student-centered instruction “definitely” facilitated social studies education. The National Council of Social Studies (NCSS, 1994), in its standards on the principles of teaching and learning in promoting excellence in the teaching of social studies, identified the need for integrating technology in teaching social studies.

One of the goals of every teacher education program and every social studies methods course is to integrate technology within the curriculum rather than to teach it in isolation (Mason et al., 2000). According to White (1999), a technology integration model in teacher education programs should have the following objectives:

• Provide experiences and expectations that help teachers develop professionally,
• Facilitate constructivism through modeling, applying, reflecting, involving students actively and developing a community of learners,
• Develop critical thinking and problem solving skills,
• Integrate transformative, non-traditional curriculum and instruction,
• Develop an awareness of available hardware and software for use in schools,
• Evaluate hardware and software available for use in schools,
• Apply packaged software during all preservice teacher education experiences,
• Apply emerging technologies, including multimedia and telecommunications, during all preservice teacher education experiences, and
• Develop and apply lessons and units integrating technology.

A technology-learning environment enhances the potential of the preservice teacher to use and integrate technology (Milman & Heinecke, 2000). According to Halpin (1999), the integration of technology across the teacher education curriculum provides preservice teachers with an explanatory and discovery oriented environment enhancing their abilities to use different computer applications for instructional purposes. Halpin (1999) states that the use of technology facilitates a problem-solving environment, a tenet of constructivist theory, with the goal of motivating students to seek information and solve problems. Keiper, Harwood and Larson (2000) state that the integration of technology-learning environment enhances social studies instruction in K-12 classrooms and makes lessons exciting for the teacher and the students. According to Partee (1996), the integration of electronic communication in teacher education programs not only provided an alternate environment but also extended the boundaries of the traditional classroom.

The research described in this thesis addresses the question of the impact of computers on preservice teachers and preservice teacher education. In doing so, a decision was made to focus on the perception, attitude and knowledge of preservice teachers concerning technology in social studies education. This focus is a deliberate response to the lack of consideration in the literature of intersection of preservice teachers’ perceptions and attitudes about computer technology and the effects of these perceptions and attitudes on using computer technology in future implementations. Hence, this study examines preservice teachers’ perceptions and attitudes toward computer technology and how these beliefs influence the implementation of computer technology in schools.

To accomplish this purpose, this chapter establishes the reason, necessity, and the significance of this study, and its research questions. Chapter Two provides an examination of the existing literature of the connections between preservice teacher education and using computer technology, on change and continuity in using computer technology in social studies education, and of barriers and problems in computer use in social studies education. Chapter Three details the methodology used in carrying out the research. Chapter Four comprises surveys, observations, and descriptions of the eight individual preservice teachers’ opinions regarding computer technology in social studies education. Chapter Five provides a discussion of findings across the study sample and addresses the inferences of the findings of the study for preservice teachers, preservice teacher education, and social studies educators generally.

1.2 The Problem and Need for Study

To thrive in today’s world and tomorrow’s workplace, America’s students must learn how to learn, learn how to think, and have a solid understanding of how technology works and what it can do. Teachers hold the key. In fact, teachers are perhaps the single most important factor determining the quality of education (CEO Forum, 1999)

As the preceding implies, the world today is technology-rich, one in which, through various forms of technology, information on almost any topic can be obtained nearly instantaneously. Technology is essential to the daily lives of people in all parts of the world. For example, today, approximately 605.6 million people use the World Wide

Web with and access the 8 billion existing Web pages (Google, 2005; How many online?, 2002)

Access to information through the medium of the Internet is growing among the nation’s schools (NCES, 2002) According to the NCES 2002 report, in the Fall 2001 99 % of public schools in the United States had access to the Internet. When NCES first started estimating Internet access in schools in 1994, 35 % of public schools had access. According to the report, the ratio of students also increased from 12.1 to 1 in 1998 to 5.4 to 1 in 2001.

As continually increasing statistics declare the advantages of the computer and Internet use for teaching and learning, more and more colleges and universities are finding themselves in constant need to acquire computer enhanced facilities and to integrate computer technology for preservice teacher education programs.

Research shows that new teachers have positive opinions toward computer technology. In a study of 110 student teachers, Wang and Holthaus (1997) found that 43

% of the student teachers thought computers were important. Furthermore, 32 % “strongly agreed” and 62 % “agreed” that computer integration increases teaching effectiveness. Another study also reveals that preservice teachers believe in the importance of the use of the Internet and related communication technologies in the classroom. These teachers thought that the use of technology would vastly improve their teaching (Sulivant, 2002).

As contrary evidence, Marcinkiewiez (1996) found that student teachers had high expectations for future classroom computer use, but that these expectations quickly declined during the first year of teaching. Although student teachers had optimistic feelings for using computers, they did not know how to integrate technology into curricula which was the main reason beyond the decrease of their optimism. In a similar vein,  another study found that most students agree that computers should play an important role in schools, yet showed a lack of confidence in using computers to teach others (Powell & Reiff, 1993), Barker (1994) states that teachers demonstrate great a enthusiasm for computer use, but find it difficult to integrate technology into curricula.

As mentioned before, a number of researchers have analyzed preservice teacher attitudes toward computer technology, revealing a lack of consensus among them regarding preservice teachers’ perceptions about computer technology. Some researchers found preservice teachers to be positively inclined to its use, and others found negative attitudes. However, many researchers claim that barriers in computer technology create negative attitudes (Beisser, 1999; Keiper, Harwood et al., 2000; Kent & McNergney,

1999; Mason & Berson, 2000; Russell et al., 2003; Sheekey, 2003; VanFossen,

1999/2000; Whitworth & Berson, 2003).

Still, the problem is that while the research base in social studies education is growing; relatively few studies consider how preservice teachers view the integration of technology for their future classrooms (Keiper, Harwood et al., 2000). Much research in this area focuses on how teachers use or should use computer technology, or the effectiveness of Internet use in social studies education. Most of this literature offered only lists of websites, reviews of websites, and lesson plans or general lesson ideas. Yet, obviously that a need exists for more detailed and in-depth studies to assess the position of computer technology in preservice teacher education (Diem, 2000; L. C. Mason et al., 2000; VanFossen, 1999). The study, designed by Whitworth & Berson (2003), proves a need for more study in social studies education to evaluate the importance of computer technology in social studies and preservice teacher education. Whitworth and Berson reviewed 325 articles published between 1996 and 2001 for their study. The articles appeared in educational journals (e.g. Social Education, Social Studies and the Young Learner, and Theory and Research in Social Education), ERIC databases, and related educational research websites. According to their findings, the largest number of publications group in the category, Internet Resources, which includes 102 total resources of 325 (31.3%). The second largest area of publication is Technology

Overviews – History in Social Sciences, with 61 publications of 325 reviewed (18.7%).

However, the numbers rapidly decrease for the category Technology in the Social Studies Research, 28 publications of 325 (8.6%) and Technology in Teacher Education 20 publications of 325 (6.1%). Furthermore, almost no study shows preservice teachers perceptions regarding computer technology

Even though studies in the area of social studies show different perspectives related to computer technologies in preservice teacher education, the problem is the amount of research related to computer technology is limited in social studies education. Compared with mathematic, science and reading, few studies exists regarding preservice teachers’ attitudes and perceptions toward computer technology. To date, in research, social studies preservice teachers’ perceptions and attitudes regarding the use of computer technology have been overlooked. As mentioned by Berson (1996), Mason & Berson (2000), and Whitworth & Berson (2003), a need exists for more research centering on the effects of technology in social studies preservice teacher education. In light of all these studies, the main goal of this study is to fill this gap in social studies education research and to provide a better understanding of preservice teachers’ perceptions and attitudes toward computer technology. Findings of this study not only help to close the gap in the literature, but also provide a different perspective for social studies educators.

1.2.1 Purpose and Research Questions

The purpose of this case study is to explore preservice social studies teachers’ perceptions and attitudes toward using computer technology in social studies education. Specifically, this investigation examines whether preservice teachers want to use computer technology in social studies, the motives 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 is explored and described.

The research questions for this study are:

1. What are social studies preservice teachers’ attitudes and perceptions toward using computer technology in social studies education?
   • What is the value of integrating computer technology into social studies

education from preservice teachers’ perspectives?

• To what extent should computer technology be used in social studies?
• How would computer technology be effective in teaching?

2. What are the factors that influence social studies preservice teachers’ use of computer technology?
   • What kinds of obstacles do preservice teachers encounter during the use of computer technology in social studies education? Do they have any fears regarding the use of computer technology?
   • What do preservice teachers think about social studies methods courses and what are their expectations from methods courses and social studies departments with respect to the use of computer technology?

1.2.2 Significance of the Study

First, the growing interest in how technology is being used in schools and classrooms and the limited research on this contemporary topic illustrate the importance of examining the impact of integrating information technology as teaching and learning tools on the attitudes and practices of preservice teachers.

Second, this study adds to the body of knowledge in preservice teacher education and information technology integration as a teaching and learning tool, especially in social studies methods courses. In addressing this area, the goal is to understand preservice teachers’ attitudes and perception toward the use of computer technology in social studies. Further, the findings provide evidence as to whether preservice teachers, who are on the verge of becoming in-service teachers, have a clear sense of what their future roles are in integrating technology in teaching.

Third, the findings of this research are prescriptive, in the context of developing a new effective model for integrating information technology as a teaching and learning means in social studies teacher education methods courses. The findings of this study will enable course professors to redefine, reorganize, enhance or retain the model of technology integration in methods courses.

A CASE STUDY: SOCIAL STUDIES PRESERVICE TEACHERS’ PERCEPTIONS AND ATTITUDES TOWARD COMPUTER TECHNOLOGIES

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