Microcomputers and Teaching Actions in the Context of Historical Inquiry

Abstract

Teachers' exhibition of selected teaching behaviors related to inquiry instruction in secondary United States History classes was compared under the conditions of 1) use and non-use of microcomputers and specially developed software, and 2) high and low preparation of teachers to teach inquiry-based lessons. Results, which are discussed in terms of assertions amenable to further testing, suggest that the support of microcomputers may be beneficial to success of inquiry teaching. They also indicate, however, that such support may not be sufficient for successful inquiry teaching in the absence of appropriate teacher preparation.