Sentences with phrase «many social studies educators»

«This might not be a tool in the traditional sense of the word,» Michael Hutchinson, a social studies department head in Vincennes, Indiana, noted, but as a social studies educator, I find the National Council for the Social Studies (NCSS) Network Ning to be invaluable.

A group of social studies educators are building a collaborative collective using a variety of online technologies.

#sschat A weekly Twitter chat for social studies educators to discuss various topics in real time.

s knowledge of the social world, the adoption of the CCSS - RLA provides a platform for social studies educators to

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.

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.

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 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 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.

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.)

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.

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.

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).

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.

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).

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:

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

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.

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.

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.

Afreen Gootee is a middle school math and social studies educator at the Georgetown School in Mechanicsville, VA. who was recognized for her work with special needs students.

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-...]

She regularly supervises student teachers and is widely regarded by the county and university as a dynamic, conscientious, and supportive social studies educator.

Recently on the Brookings blog, authors Michael Hansen and Diana Quintero reviewed the data and put together a profile of the American social studies educator.

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).

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.

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.

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

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.

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.

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.

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.

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

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

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

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.

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 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.

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

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

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).

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.

A high school social studies educator from Texas remarked, «Twitter gives me quick access to resources that would take me hours to find and analyze.»

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.

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.

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).

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

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 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.

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