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Bringing PCs into Introductory Sociology Courses: First Steps, Missteps, and Future Prospects
Caroline Hodges Persell
Vol. 20, No. 2 (Apr., 1992), pp. 91-103
Published by: American Sociological Association
Stable URL: http://www.jstor.org/stable/1317391
Page Count: 13
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Can microcomputers enhance the goals of teaching and learning in sociology? This paper attempts to answer this question. Aiming primarily at nonusers, the author first outlines the negatives and positives of using PCs. Negatives include expense, hassle, and uncertainty. The positives arise from the functional strengths of PCs and from the fact that they are interactive, customizable, efficient, and open-ended. Next the author describes her experiences using a PC in an introductory sociology classroom: to prepare and present visual materials, to teach basic concepts and analytic strategies, to illustrate analytical storylines, and to engage students in posing sociological questions and hypotheses explored instantaneously in class. The author concludes by suggesting additional applications and by reflecting on issues raised by the experience.
Teaching Sociology © 1992 American Sociological Association