CHAPTER 15: Characteristics of High Frequency Technology Users

While technology tools are central to teaching and learning in the social studies, there is limited research on how K–12 educators integrate digital technology into the social studies curriculum (Lee & Friedman, 2009). To address this concern, the Survey on the Status of Social Studies (S4) asked K–12 teachers to report on classroom use of technology. This chapter analyzes responses to S4 survey questions on digital technology topics including: 1) Internet access; 2) instructional purposes of technology, such as to develop students’ higher order skills; 3) use of specific digital technologies; and 4) students’ use of the Internet. Our analyses addressed two questions: What is the profile of social studies teachers who have been labeled frequent classroom users of digital/Internet technology? and How does technology use by teachers and students vary across grade levels? Based on the findings, the authors recommend further research on several challenges: increasing the number of high-frequency technology users; enhancing elementary teachers’ ability to integrate technology into social studies instruction; and, increasing access to technology as a learning tool for all students.