Social studies educators identified a concern about the digital divide, which they defined as being more than students having access to hardware and software, but having access to appropriate resources online and having appropriate Internet connections so they can explore the world of ideas related to social studies content.
Not exact matches
A +
Educators has
identified focus standards in the core content areas of mathematics, reading, writing, science and
social studies, and has developed meaningful student projects utilizing Web 2.0 tools that include engaging qualities of student work and assessment of and for learning.
The challenge for teacher
educators in
social studies and across all disciplines is to
identify how digital technologies may support and «equip [all children] to take advantage of their citizenship» (Parker, 1996, p. 2).
We also
identify additional issues to consider as the field moves toward a more comprehensive approach to the preparation of
social studies educators in regard to the effective integration of technology into instruction.
In many instances we inferred significance in what
social studies teachers left unsaid in our data, and we
identified numerous missed opportunities where
educators might have taken advantage of Twitter's affordances.
To determine how and why
social studies educators use Twitter, 303 K - 16 self -
identified social studies educators were surveyed in this
study.
I've previously posted about
studies that have found that the laser - like focus on raising student test scores often
identifies teachers who are good at doing that, but those VAM - like measures tend to short - change
educators who are good at developing
Social Emotional or «non-cognitive skills» (see More Evidence Showing The Dangers Of Using High - Stakes Testing For Teacher Evaluation; Another
Study Shows Limitations Of Standardized Tests For Teacher Evaluations;
Study Finds Teachers Whose Students Achieve High Test Scores Often Don't Do As Well With SEL Skills and SEL Weekly Update).