Determining the influence on technology integration by the problem solving styles of instructors of history, classics and humanities courses

More is spent on a single B-2 bomber than the combined annual budgets of the National Endowments for the Arts, the Humanities, and the Corporation for Public Broadcasting. History, classical, humanities studies instructors are traditionally the last to receive instruction on integrating technology in their fields. The purpose of this study was to investigate how history, humanities and classical studies instructors at a mid-Atlantic university used a web-page designed to supplement and/or support their traditional classroom instruction. This study looked at how individual problem solving styles of instructors influenced the level at which they integrated new Internet technologies in their instruction. Data was collected using an instrument based on Rieber and Welliver's hierarchy of technology integration and from interviews conducted during the semester of instruction. It was found that an instructor's assessment of his/her problem solving style could influence the level at which he or she integrated technology.

Name thesis:degree_name

MA

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Curriculum & Instruction/Literacy Studies

Year dc:date.available

2000

Author dc:creator

• Nelson, Karl Nels

Contributors dc:contributor

• David McCrory.
• John Wells
• Janet Kemp

• Curriculum development
• Educational technology
• Social sciences education

Identifier

https://researchrepository.wvu.edu/etd/750

OAI identifier oai:identifier

oai:researchrepository.wvu.edu:etd-1753