Sentences with phrase «studies educators herff»

If the online environment is not considered as substantially different from the offline one, social studies educators run the risk of applying preconceived notions not only of citizenship, citizenship education, freedom of expression, and commercial and public space to the online environment, thus, limiting its potential and young people's preparation for it.

Shaver (1999) expressed doubt that technology will ever incite instructional reform in the social studies, and Pahl (1996) noted that social studies educators have been apprehensive about modifying instruction to incorporate technology.

Social studies educators have been traditionally charged with educating students for active and effective citizenship (National Council of the Social Studies [NCSS], 1994).

PDAs in the classroom: Integration strategies for social studies educators.

Social studies educators and researchers have published books, such as Braun and Risinger's (2001) Surfing Social Studies: The Internet Book.

The professional development of social studies educators.

Though postmodernism has gained prevalence in academic and social discourses more broadly, social studies educators have struggled to integrate postmodern values into the classroom (Heilman & Segall, 2006).

Questions are also raised concerning whether social studies educators have missed opportunities to use social media to connect across racial and cultural boundaries and for civic purposes.

To determine how and why social studies educators use Twitter, 303 K - 16 self - identified social studies educators were surveyed in this study.

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.

Social studies educators face the challenge today of not only addressing the digital divide with their own students, but helping their students find methods of addressing this issue in their own teaching.

Social studies educators can utilize Twitter in at least three general ways: professional development (PD), communication, and class activities (Krutka, 2014).

Social studies teachers use the #sschat hashtag to share and acquire resources and ideas 24/7, and several hundred social studies educators regularly participate in weekly moderated chats (see Carpenter & Krutka, 2014b) on Mondays at 7 p.m. EST (see www.sschat.org for more information).

While Twitter served as a source of PD experiences for social studies educators, respondents indicated that it was utilized less frequently with students and their families.

Many social studies educators saw Twitter as a means by which they could add content or extend class activities beyond the participants in their physical classroom.

Social studies educators are increasingly utilizing Twitter for various educational purposes (i.e., PD and communication class activities), and we aimed to consider the strengths and shortcomings of such activities for the field.

After all, this is one of the responsibilities of social studies educators, and preservice educators should «foster the development of the skills, knowledge, and participation as good citizens in a democratic society» (Mason et al., 2000, p. 2).

The ways that social media are already being leveraged by social studies educators might provide fertile ground for consideration of what is possible.

Qualitative comments by social studies educators spoke specifically to both social studies teaching and learning.

The low percentage of social studies educators who used Twitter for communication and class activities might be partially explained by school policies or cultures that discouraged or prohibited social media use.

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.

The authors» efforts to more effectively guide the preparation of social studies educators in the utilization of technological applications in more useful, efficient, and appropriate ways is readily apparent and appreciated.

Social studies educators» uses of Twitter (N = 303) were characterized by intense professional development engagement with colleagues.

- Develop a walkthrough tool for school administrators and others who supervise social studies educators.

Eighty percent of social studies educators» reported using Twitter multiple times per day.

However, budding uses of social media — and Twitter, in particular — by social studies educators might offer a technological muse to consider or reconsider what might be possible in schools and society.

Teachers» intrinsic motivations and social cooperation thrived in the more informal learning spaces afforded by the medium, but these same benefits were not extended to the students of many social studies educators.

Social studies educators also seem to be missing numerous chances to connect with people of diverse backgrounds or use social media as a means to advocate for civic or social changes.

This section will detail findings from each of the primary uses of Twitter — PD, communication, and class activities — with consideration of how social studies educators may use social media to move toward aims of the field.

Thirteen social studies educators explicitly cited ways Twitter afforded experiences to learn from and with educators from around the world.

They were able to display an understanding of their philosopher as they answered questions from an authentic audience of social studies educators from around the United States and world.

Because the majority of social studies educators are prepared in history or political science, awareness of GIS has remained limited to those teachers active in geographic education.

From this point forward, Risinger has regularly appeared in Social Education, providing social studies educators with Internet - based resources targeted at a specific domain within the social studies (e.g., Risinger, 2000, 2006, 2012).

Excerpts of their post appear below: To get a glimpse of the social studies teacher workforce in the U.S., we look to data from the 2011 - 12 Schools and Staffing Survey Read more about The State of the Nation's Social Studies Educators -LSB-...]

In «Which Way to the Sleeping Giant,» Martorella (1997) called for social studies educators to embrace technology integration for both its potential to impact the classroom and the world outside the school walls.

In this design research study, 22 preservice teachers in a social studies methods class conducted online class discussions inside the National Council of the Social Studies Network Ning, a social network for social studies educators.

By leveraging emerging technologies to engage social studies teachers in critical reflections about contemporary and historical issues, #sschat and others are influencing the manner in which social studies educators think about teacher learning and professional development.

A Personal Learning Network for Social Studies Educators Herff Jones / Nystrom.

Greg Kulowiec described #sschat on Twitter to Kristen Schulten of the New York Times in 2011 in ways that still resonate with the ways social studies educators use Twitter today:

During this period, there were resounding calls for social studies educators to rouse the metaphorical «sleeping giant» (Martorella, 1997) and learn how to use digital technologies appropriately and effectively (Becker, 1999; Diem, 1999; Fontana, 1997).

Moving these conversations from an internal wiki to a Ning online social network allowed us to move these conversations from our own private learning community to a community including hundreds of social studies educators.

Social studies educators must be able to meet the demands of the electronic or knowledge age and must deal with the impact of technology on the development of society (Gooler, 1995).

The challenge then, over the next decade, will be to provide quality training to all social studies educators that incorporates the principles noted, here while gaining insight into the effectiveness of the medium and the message through research.

These preservice teachers engaged in series of reflective dialogues blending theory and practice — the hallmark of praxis — with their classmates, with other preservice teachers from around the country, and with practicing social studies educators from around the world.

For example, #sschat (s) is a network of social studies educators that maintains an active presence on Twitter and FaceBook, most recently hosting a twitter chat about the legacy of Martin Luther King, Jr. (See https://sschat.org/archives/ for archives of all chats since 2011.)

Social studies educators Ron Peck and Greg Kulowiec were early #edchat participants who believed a subject - area social studies chat could help them apply their learning to their social studies classrooms.

The C3 Framework is not intended to prescribe the content necessary for a rigorous social studies program but is designed to guide states in their efforts to upgrade their social studies standards and to inform the pedagogical approaches of social studies educators across the nation.

Social studies educators teach students the content knowledge, intellectual skills, and civic values necessary for fulfilling the duties of citizenship in a participatory democracy.

The C3 Framework is designed to guide states in their efforts to upgrade their social studies standards and to inform the pedagogical approaches of social studies educators across the nation.

NCSS does not recommend or endorse any particular compendium of assessment items; the Clearinghouse is merely a place where social studies educators can go to explore options that exist.