Integration of Computer Technology in the Social Studies Classroom : An Argument for a Focus on Teaching Methods

Abstract

This paper explores the assumption that successful computer integration into classroom teaching is less associated with computer literacy than it is with exposure to various methods of instruction which use computers. The paper makes such a case by studying the correlation between teachers' levels of computer self-efficacy (one's belief in one's ability to use computers) and classroom practice. It challenges the position that as a teacher's confidence in their ability to use computers increases so will their use of computers in a teaching context. The paper concludes by offering a number of recommendations for pre-service teacher education and professional development for experienced teachers.