“It is just easier to do what you did before…”

This study replicated a 1999 survey study of classroom Internet use by social studies teachers (6–12) in Indiana. The 1999 study indicated that although 80% wished to be using it more often, respondents' Internet use was little more than “glorified information gathering.” The present study modified the same instrument to survey a random sample of secondary social studies teachers in Indiana in order to determine what, if any, changes had occurred in the intervening 6 years. Data indicated improvement across most barriers (e.g., connectivity, training, access to equipment) identified in the previous study, but 70% of respondents still wished to be using the Internet more often. The Internet was still most commonly used to “gather background information for the lessons I teach.” The present study created the Internet Use Scale (IUS) and the IUS score was used to divide respondents into quartiles. The first quartile (higher-order users) was compared to the fourth quartile (lower-order users). Significant differences were found for: hours of training, experience, number of fast-connection computers in their instructional lab, and access to LCD projectors. Results of the present study support Ertmer's (2005) finding that teachers' pedagogical beliefs are the single most important factor in implementing technology in the classroom

Geography · Internet access · Mathematics education · Quartile · Scale (ratio) · Social studies · Statistics · The Internet · World Wide Web · Computer Science · Digital Storytelling and Education · Educator Training and Historical Pedagogy · Mathematics · Online and Blended Learning · Psychology

• Barriers and enablers to K-12 blended teaching

  Courtney Hanny, Karen T Arnesen et al.•Journal of Research on Technology…•2023

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• Teacher pedagogical beliefs

  Open Access•Peggy A Ertmer•Educational Technology Research…•2005

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• Qualitative evaluation and research methods

  Open Access•David Ellis•International Journal of…•1990

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• Scaffolding critical reasoning about history and social issues in multimedia-supported learning environments

  Open Access•John Saye, John W Saye et al.•Educational Technology Research…•2002

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• How Teachers Taught

  Larry Cuban•How Teachers Taught•2010

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• Oversold and Underused

  Open Access•Larry Cuban•Oversold and Underused•2009

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• Who's Wired and Who's Not

  Henry Jay Becker•The Future of Children•2000

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• Rethinking Research and Pedagogy in the Social Studies

  Michael J Berson•Theory & Research in Social…•2000

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• Teacher Thinking about Curriculum and Instruction

  Jeffrey W Cornett•Theory & Research in Social…•1990

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• World History Teachers' Use of Digital Primary Sources

  Adam Friedman, Adam M Friedman•Theory & Research in Social…•2006

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• Beginning Social Studies Teachers' Integration of Technology in the History Classroom

  Frans H Doppen•Theory & Research in Social…•2004

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• The Internet and Inquiry Learning

  Andrew J Milson•Theory & Research in Social…•2002

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• Diffusion of Technology Innovation in the Preservice Social Studies Experience

  Cheryl Mason Bolick, Michael J Berson et al.•Theory & Research in Social…•2007

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• Social Studies Teachers' Use of Classroom-Based and Web-Based Historical Primary Sources

  David Hicks, Peter Doolittle et al.•Theory & Research in Social…•2004

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• High Access and Low Use of Technologies in High School Classrooms

  Open Access•Larry Cuban, Helen Kirkpatrick et al.•American Educational Research…•2001

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