Secondary Social Studies Teachers' Knowledge, Perceptions, Attitudes, and Experiences Regarding the Use of Digital Technology Integration in Instruction

Many researchers believe that technology has the ability to enhance the quality of social studies education. However, social studies teachers have been shown to use technology less frequently than teachers do in other content areas. Furthermore, social studies teachers are more likely to use technology in ways that emphasize lower-level cognitive skills, such as memorization and drill and practice activities, rather than in ways that emphasize writing and higher-level thinking and problem solving. A qualitative interview study was conducted to examine 12 secondary social studies teachers' knowledge, perceptions, attitudes, and experiences regarding the use of digital technology in instruction. The findings of this study revealed that teachers' knowledge, attitudes, perceptions, and experiences do affect their technology integration practices. Participating teachers held positive views of technology and found it useful for achieving instructional goals. Findings also revealed that all teachers desire to and try to use technology in ways that emphasize writing and problem solving, but are impeded from doing so by internal and external barriers, both of which are predictive factors in their decisions regarding technology integration. It was recommended that schools provide greater funding and access to technology tools for teachers and students, along with ongoing and relevant professional development to cultivate and advance technology integration practices. It was also suggested that schools invest in more technological training for students. The researcher also put forth recommendations for further research in response to findings from the study. The researcher recommends further inquiry into the research questions addressed in this study to a wider number of participants in order to gain a fuller picture of the overall state of technology integration among secondary social studies teachers in the Los Angeles area and beyond. In response to findings in this study pointing to a deficiency of technological equipment and infrastructural support in many of the participating teachers' school sites and classrooms, the researcher suggests more research be undertaken to explore how administrative personnel can more effectively promote and develop meaningful and widespread technology integration in schools.