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dc.contributor.advisorGibson, Kay L.en_US
dc.contributor.authorOdongo, George Omondi
dc.date.accessioned2009-07-02T19:27:15Z
dc.date.available2009-07-02T19:27:15Z
dc.date.copyright2008en
dc.date.issued2008-05
dc.identifier.othert08030
dc.identifier.urihttp://hdl.handle.net/10057/2057
dc.descriptionThesis [M.Ed.] - Wichita State University, College of Education, Dept. of Curriculum and Instructionen
dc.description.abstractThis study gathered data on how teachers integrated instructional technology into the teaching of social studies to 11th grade students in a Midwestern urban high school. A questionnaire, interviews and observations were used to collect data for the study. Findings indicated that technology integration is a factor in the teaching of social studies in the school. The study showed that Internet research, video tape, overhead projectors and online learning were the favored form of technology integrated into classroom instruction. The study showed a need to provide pre-service and classroom teachers with training opportunities which emphasize technology integration. Teachers’ perceptions of technology integration and prior teaching experiences were two of the noted factors which influenced a teacher’s decision to integrate technology.en
dc.format.extentviii, 68 leaves, ill.en
dc.format.extent254536 bytes
dc.format.mimetypeapplication/pdf
dc.language.isoen_USen
dc.publisherWichita State Universityen
dc.subject.lcshElectronic dissertationsen
dc.titleIntegration of technology into the teaching of social studies to 11th grade students in a Midwestern urban high schoolen
dc.typeThesisen


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