Sentences with phrase «preservice social studies education»

Learning to design webQuests: An exploration in preservice social studies education.

Not exact matches

Teacher educators must explore with preservice teachers how digital technologies shape and are shaped by education and examine the deeper theoretical and pragmatic understanding of the core purpose of social studies to prepare civic life.

It, nonetheless, sparked a lively discussion including preservice teachers from two teacher education programs, veteran teachers from Pennsylvania to California, and even a National Elementary Social Studies Teacher of the Year.

This study examined the use of one online social networking tool, NING ™, in teacher education, highlighting preservice teachers» engagement and perceptions of the tool.

This commentary represents the perspectives on the revised guidelines of a social studies education university faculty member who is deeply entrenched in the preparation of both preservice and in - service social studies and elementary educators and an instructional design and technology university faculty member who works closely with preservice and in - service teachers of all subject areas on the effective and appropriate integration of technology into the K - 12 classroom.

Since little research has been conducted in the area of handheld technology in preservice social studies teacher education, this project focused on establishing some baseline descriptive information about preservice teachers» views of handhelds and their uses of the device.

Two higher education studies with preservice social studies teachers indicated successes for in - class uses, but provided little indication as to how or whether these activities might change dispositions or actions later.

First, preservice teachers emphasized the importance of using technology in social studies education, if done right.

Preservice teachers» perceptions of infusing computer technology into social studies education, Theoryand Research in Social Education, 28, 566 social studies education, Theoryand Research in Social Education, 28, 5education, Theoryand Research in Social Education, 28, 566 Social Education, 28, 5Education, 28, 566 - 579.

This paper describes several strategies we have employed to integrate effective technology integration strategies into teacher education experiences provided to preservice social studies teachers.

In addition to integrating specific technology - rich activities into various aspects of the teacher education program, preservice teachers should also have an understanding of the multiple technology tools available and how they can be used to enhance a wide variety of activities in social studies (Lee, 2008; Saye & Brush, 2007).

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.

As someone familiar with many social practices of Web 2.0, Ed Cator seemed to recognize the value and place of «wild thinking, creating one's own definitions and rules... being «naughty»... and constructing knowledge» with other teachers across time and space; however, this study, coupled with published and anecdotal evidence in teacher education, suggests that many preservice teachers, practicing teachers, and even doctoral students in teacher education have had limited opportunities for professional collaboration or serious epistemic roles in education — especially in school - based professional development and university - based teacher education.

The strategies employed to promote TPCK with our preservice teachers have been shaped by both successful strategies with in - service social studies teachers to promote pedagogical change (Saye & Brush, 2006) and strategies employed to integrate technology more fully into our preservice teacher education programs (Brush et al., 2003; Brush, 1998).

Chan, Kim, and Tan (2010) found that more than 90 % of preservice teachers (N = 1,554) commencing their studies at the National Institute of Education in Singapore used ICTs primarily for social networking and expedient information retrieval.

Other teacher educators have enumerated technology principles for preservice education that vary according to subject matter, including English language arts (Pope & Golub, 2000), science (Flick & Bell, 2000), mathematics (Garofalo, Drier, Harper, Timmerman, & Shockey, 2000) and social studies (Mason et al., 2000).

The CUFA Guidelines are organized by five principles, which enhance the infusion of technology into preservice education and support the continued focus on research and evaluation of social studies and technology.