Semester
Spring
Date of Graduation
2000
Document Type
Thesis
Degree Type
MA
College
College of Education and Human Services
Department
Curriculum & Instruction/Literacy Studies
Committee Chair
David McCrory.
Committee Co-Chair
John Wells
Committee Member
Janet Kemp
Abstract
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.
Recommended Citation
Nelson, Karl Nels, "Determining the influence on technology integration by the problem solving styles of instructors of history, classics and humanities courses" (2000). Graduate Theses, Dissertations, and Problem Reports. 750.
https://researchrepository.wvu.edu/etd/750