Sentences with phrase «in social studies classrooms»

Seeking to further understand how technology can be used in social studies classrooms, this paper examines the ways in which a skilled high social studies teacher used educational technology as a tool for multicultural democratic education.

The predominant use of technology in social studies classrooms, however, was watching media (films, video, filmstrips, television, and the like).

Connecticut has emerged as a national leader and example for the empowerment of teachers and students in our social studies classrooms.

More recent reviews of research indicate that technology has a positive influence on learning in social studies classrooms (Diem, 2000).

Indeed, research on technology integration in social studies classrooms continues to be minimal and in its «adolescence» (Berson & Bayata; 2004; Doering, Veletsianos, & Scharber, 2007; Friedman & Hicks, 2006; Ross, 2000; Swan & Hofer, 2008).

Without these types of opportunities, they may develop an unrealistic perspective regarding how technology can be (and is being) utilized in social studies classrooms (Niess, 2008).

Barriers continue to exist in technology infusion in teacher education programs as well as integrating technology in social studies classrooms.

Efforts with preservice teachers described here have been informed by the authors» successes assisting in - service teachers with understanding how technology can empower inquiry - based teaching practices in social studies classrooms, as well as efforts to more fully integrate technology into the overall teacher education programs at the authors» institutions.

We must find a way to provide new teachers in social studies classrooms the exciting options and intellectual challenges we had when we began teaching.

The results of this study may be useful for secondary social studiesmethods instructors, because the study was conducted within a methods course, but more specifically because the mobile tools used in the study were configuredfor use in social studies classrooms.

Ways to combat this dualistic and static way of thinking must be encouraged in social studies classrooms (Chapman, 2003).

Then, researchers a decade from now will not be writing retrospective reviews asking whether mobile computing was a «lost opportunity or unexplored frontier,» as they did regarding the Internet in social studies classrooms (Friedman & VanFossen, 2010, p. 51).

The Internet in social studies classrooms: Lost opportunities or unexplored frontier?

The assumption undergirding the original principle was a belief that increased Internet access to online sources through digital libraries would promote learning through inquiry in social studies classrooms.

Some of the inquiry questions the social studies TCs explored were related to the use of social media and technology in social studies classrooms, such as the following:

As equally as important as training is the need for more research centering on the effects of technology in social studies classrooms.

Importantly, some teachers talked about a desire to model their use of technology based on colleagues who created student - centered, technology - based projects in their social studies classrooms.

Integrating the cultures in the social studies classroom helps develop «ethnic literacy» in all students.

I was a founding faculty member of Mid-Pacific Institute's eXploratory Program, a core subject curriculum with project - based learning as the primary focus of student work, with 10 years of experience in the Social Studies classroom.

END OF THE YEAR LETTER TO MY STUDENTS: Dear Students: After 33 1/2 years of teaching at HCS and having had more than 2000 students sit in my social studies classroom over these many years ~ I have decided to retire from teaching at the end of this school year in June.

For instance, in my Social Studies classroom, I am always harping on the students to support their ideas with evidence.

As students explore informational texts in the social studies classroom, they can use literacy skills while learning about topics in the news.

In my social studies classroom, students use spatial intelligence to read maps and graphs, to view video clips or transparencies, and in individual project assignments that include artwork such as dioramas, murals, or video presentations.

In my social studies classroom, I have implemented games with social themes, including Ayiti: The Cost of Life, a role - playing game set in Haiti, and the poverty simulation games Heifer Village and 3rd World Farmer.

Develped by Dr. Timothy Rasinski, this book of primary sources includes speeches, poems, and letters, and provides primary sources and activities to help teach important fluency strategies in the social studies classroom.

Here are some ideas for using Scratch in your social studies classroom.

Teachers can use the slim paperbacks (under 150 pages) in the social studies classroom because of the content and / or in the language arts classroom as a new form in the genre of memoir.

[Reprint] Standards, firewalls and general classroom mayhem: Implementing student centered research projects in a social studies classroom.

A review of this descriptive evidence suggests that technology can play an effective role in the social studies classroom.

Over the next several months, the chat remained small in numbers, discussing topics like project - based learning (PBL), critical thinking, and using maps in the social studies classroom.

As Cogan et al., (2000) noted, teaching the personal dimension of citizenship in terms of developing a «coherent moral dialogue between ourselves and the world» is a difficult task in any social studies classroom (p. 50).

Minimal research exists relating specifically to the use of Web - based or digital primary sources in the social studies classroom.

Leveraging constructivist learning in the social studies classroom.

And action: Directing documentaries in the social studies classroom.

She and others point to a chronic lack of theory guiding the integration of technology in the social studies classroom and research about the integration (or lack thereof).

This study examined the specific benefits to teacher participants while also providing a more nuanced understanding of the factors that contribute to and hinder the use of technology in the social studies classroom in general.

Overall drama was found to be effective in this social studies classroom that employed authentic assessment.

However, little has been done to explore the way in which interactive white boards (IWBs) are used in the social studies classroom.

Mentored field experiences begin with a one - day - a-week school placement in freshman year, include pre-practicum experiences in schools, and culminate with full - time student teaching in a social studies classroom during senior year, affording preservice teachers the opportunity to design and implement inquiry - based, content - rich units of study, and to assess students» learning.

Holcomb and Beal (2010) described Web 2.0 specifically in regard to social studies and described several Web 2.0 tools alongside examples of how they may be used in the social studies classroom.

However, researchers and practitioners could not have foreseen the evolution that technological applications in the classroom would undergo in the years following their origination, as well as how these emerging applications might impact what happens in the social studies classroom.

With decreasing costs and increasing functionality, usability, and access, the potential of technology in the social studies classroom to support transformative and innovative instructional approaches and more meaningful and appropriate learning opportunities for students is greater than ever.

Additionally, while the benefits of instructional technology in the social studies classroom have been reported by many researchers in the field (e.g., Berson, 1996; Bolick, 2006; Friedman & Hicks, 2006; Manfra & Lee, 2012; Swan & Hofer, 2013; Waring, 2014; Waring & Bentley, 2012) and the need for teacher preparation is critical, teachers often refer back to more familiar instructional practices (Lortie, 1975).

Gone are the days of «oversold and underused» (Cuban, 2001) and Luddite perspectives being predominant in the social studies classroom.

Perhaps more than any other element of the revisioned guidelines, the first principle highlights the evolution of the increased functionality and potential of technology in the social studies classroom.

While this new principle addresses the increased utilization of technology in the social studies classroom, the focus on the importance of sound pedagogy is clear.

Using technology in the social studies classroom: The journey of two teachers.

The updated guidelines address the complex nature of effective and appropriate technology integration in the social studies classroom and lay the foundation for future actions to support the preparation of social studies teachers to use technology as a tool to support the more inquiry - driven activities beginning to emerge more frequently in the social studies classroom.

From the surveys alone, the preservice teachers did not seem to think highly of the handheld device, feel comfortable with it, or see its potential in a social studies classroom.

Blogs and photoblogs can be used in a variety of ways in the social studies classroom.