{"id":483,"date":"2005-04-21T10:29:22","date_gmt":"2005-04-21T15:29:22","guid":{"rendered":"http:\/\/studytools.psych.und.nodak.edu\/wordpress\/?p=483"},"modified":"2005-04-21T10:41:38","modified_gmt":"2005-04-21T15:41:38","slug":"tah-and-technology","status":"publish","type":"post","link":"https:\/\/learningaloud.com\/blog\/2005\/04\/21\/tah-and-technology\/","title":{"rendered":"TAH and Technology"},"content":{"rendered":"
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Technology and the teaching of history are not always perceived to go together. SRI presented some data at the Teaching American History grant meeting that ranked what history teachers felt that had learned from associated with a TAH grant. Learning about the classroom use of technology ranked low (infrequently mentioned as a benefit). Someone from the audience responded to this by raising his hand and stating that it was good educators were getting past their focus on technology. I am not certain I would interpret the data in the same way. Technology was not a focus of most TAH grants. Why would those participating in such grants claim they have learned about the classroom use of technology? Such a claim would not be true and not a function of the grants in which they were involved.<\/p>\n
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