Infusing Online Components into the Academic Coursework of High Schools in the State of New York using HSTOR-E
Date of Award
Doctor of Philosophy (PhD)
Graduate School of Computer and Information Sciences
Getrude W. Abramson
Marlyn Kemper Littman
George K. Fornshell
In the current information-rich society, computer-related technology must become a tool used routinely in order for all people to effectively learn, and then work. Teachers must be encouraged to use computer technology within the coursework, and be professionally trained and supported in this endeavor. Although the requirements in the workplace have been changing over the years, entry into the 21st century labor force demands that the schools keep pace with these changes, many of which have resulted in curriculum reform. The United States Department of Education has concluded that it is crucial for teachers to be technologically proficient if they are to meet the students' needs. The obligation to be better informed about effective uses of technology has, therefore, become a priority of the United States Congress and many state legislatures. State education departments and school districts have established new goals to assure that students learn specific skills and competencies.
The goal of this study was to enable high school teachers to infuse online components into the coursework using constructivist theory. The process by which this goal was achieved was through the development of HSTOR-E (High School Teachers' Online Resource Environment), an online community where, during the fall semester of 2003, high school teachers acclimated themselves to the online atmosphere for learning. While being mentored, sharing their ideas and knowledge with other participants, and using online primary source American history documents, they expanded their knowledge base and learned to infuse technology into their coursework appropriately. The implementation of the website and online learning environment worked as a course. A case study approach was used. It is expected that this study will serve as a model for school districts, state education departments, and the United States Department of Education, as all prepare to expand the use of technology in content areas.
Kathleen Doty Roberts. 2004. Infusing Online Components into the Academic Coursework of High Schools in the State of New York using HSTOR-E. Doctoral dissertation. Nova Southeastern University. Retrieved from NSUWorks, Graduate School of Computer and Information Sciences. (804)