Teaching of Middle Grades and Young Adult Social Studies With Emerging Technologies in Urban Schools
Abstract: This quantitative study investigated the impact of school setting on perceptions and attitudes of grades 6-12 public school social studies teachers related to learning technologies in rural, suburban, and urban environments. A survey of 468 teachers in a Mid-Atlantic state revealed significant differences of perceived effectiveness dependent upon geographic location. In particular, urban teacher perceptions of effectiveness were significantly lower than rural and suburban schools for each technology measured. In addition, statistically significant differences were uncovered between suburban and rural schools. Current teachers, administrators, and teacher educators may benefit from this insight to identify the most effective technologies, as well as provide a platform to increase teacher perceptions, in particularly those in the urban classroom.