Microcomputer Use in Secondary Social Studies Classrooms

Abstract

ABSTRACT The purpose of this study was to assess the impact of microcomputers on social studies teaching and learning at the secondary level. Secondary social studies teachers were surveyed to determine (a) the degree to which social studies teachers are integrating microcomputers into their instruction, (b) the nature and extent of this integration, and (c) the incentives or barriers to the use of microcomputers. Five hundred questionnaires were mailed to a systematic sample of social studies teachers in the United States. After the initial and two follow-up mailings, 262 usable questionnaires were collected, a return rate of 52.4%. Almost one third of the respondents indicated that they use microcomputers in their classes; however, the frequency of use was low. The nonusers reported lack of experience and training as well as difficulties in the supervision and organization of instructional computing sessions as primary reasons for not using microcomputers in social studies.