Adam Friedman

World History Teachers' Use of Digital Primary Sources: The Effect of Training.

Abstract Through surveys, interviews, observations, and field notes, I examined the beliefs and practices of six high school world history teachers regarding the use of digital primary sources and the potential added value of formal training in technology as a tool for instruction. Access to equipment (namely computer projectors and school computing facilities) was paramount in terms of digital primary source use; teachers with high levels of access to computing equipment were high-frequency users of digital primary sources, while those without access were not. While formal training did not necessarily result in an increased use of digital primary sources, it did affect the manner in which they were used. Teachers with low levels of technology training tended to use digital primary sources as an additive to their instruction instead of as a vehicle from which to engage students in historical thinking.

Perceptions of Beginning Teacher Education Students regarding Educational Technology

Abstract This study sought to identify the attitudes and perceptions of students in an introductory educational technology course situated within a teacher education program. Data were collected in the form of anonymous feedback throughout the semester. Findings included: students tended to enter the course with either a good deal of technology knowledge or with apprehension about using technology; students’ thinking evolved from conceiving of technology in a generic classroom to a classroom in which they were the teacher; the majority of students had not experienced effective uses of technology in their previous courses; technologies incorporated into the course needed to be reflective of what was available in K–12 schools; and by the end of the semester, students demonstrated technical skills, pedagogical content knowledge, and significant motivation to integrate technology into their classroom.