Sentences with phrase «social studies educators use»

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

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:

Not exact matches

Educators can use a school garden or cooking program to teach biology, chemistry, social studies, language arts, and geography.

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

For social studies teacher educators, using technology in the classroom requires an ongoing dialog regarding how knowledge is constructed.

Yet, despite the relative availability of digital primary sources, social studies teacher educators are still concerned about the relatively low frequency with which these resources are being used in the classroom.

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).

As social studies teacher educators, one of our roles is to model appropriate uses of technology for our preservice teachers.

Technology also offers a new way for educators to use students» lived experiences as content for social studies instruction (Tally, 1996).

If we, as teacher educators, wish to prepare our students to use IWBs, which are becoming increasingly prevalent in classrooms, then we must model how best to utilize the device to teach social studies effectively.

As the consumption - based model of technology integration transitions to a participatory approach and technology transitions from a tool for accessing information to a tool to (a) support student authoring and creativity, (b) facilitate collaboration, communication, and social learning, (c) allow for more efficient organization and accumulation of resources, (d) provide venues for student voices through publication and sharing, and (e) support student immersion in learning environments, educators also transition from «extending learning beyond what could be done without technology» (Mason et al., 2000) to «use technologies to promote effective student learning» (Hicks et al., 2014) In the revisioning of the first principle, the authors did a commendable job of affording increased value to range of tools, methods, content, abilities, and varied contexts of social studies classrooms.

As social studies teacher educators, therefore, it is our responsibility to address the importance of technology use in socialstudies by preparing preservice teachers to integrate technology in their teaching.

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 chSocial 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 chsocial media as a means to advocate for civic or social chsocial changes.

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.

In my work as a social studies teacher educator at a large southeastern U.S. research university, I was tasked with creating interventions and additions in the teacher education experience by using geospatial technologies in the existing context of our program.

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

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

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.

Teacher educators and veteran social studies teachers should, therefore, not be surprised if young teachers do not immediately take to Twitter or other social media for PD, but there is likely still merit in introducing young educators to professional social media use (e.g., Krutka, 2014).

As social studies teacher educators, one of our roles is to model appropriate uses of technology for our preservice teachers... (Mason, Berson, Diem, Hicks, Lee, & Draille, 2000, p. 1)

Beyond that, these five resources help educators integrate SEL into teaching practice in elementary English Language ARts, high school English Language Arts, elementary Mathematics, middle school Social Studies, and general strategies that may be used across all subject areas to support the five SEL core competencies (self - awareness, self - management, social awareness, relationship skills, and responsible decision - mSocial Studies, and general strategies that may be used across all subject areas to support the five SEL core competencies (self - awareness, self - management, social awareness, relationship skills, and responsible decision - msocial awareness, relationship skills, and responsible decision - making.

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 informaSocial 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 informasocial 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).

In terms of social studies, if preservice educators are to develop instructional social studies strategies that move beyond traditional approaches, it is imperative that teacher candidates have opportunities to engage in pedagogy that uses and integrates technology in a constructivist manner (Ehman, 2001).

We have begun a series of discussions with social studies teacher educators and researchers, centering on their uses and aspirations for digital video in their methods courses.

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.

«One of our strongest educators [using blended learning] is an AP Calculus teacher, while some of the social studies teachers and some teachers for our youngest grades, whose curriculum I thought would have lent itself very well to tech - integration, required much more support,» Mrs. Vannatter says.

In Deerfield, Techbook has saved educators time in finding vetted materials to use in classrooms and has become a lynchpin for powerful science and social studies instruction, said Dr. John Filippi, principal of Shepard Middle School.

Based upon our research, our reading of the literature, and our own practice as teachers and teacher educators, we have focused our attention on pedagogy as the most promising starting point for considering technology use in social studies.

Such data may serve to substantiate the use of technology not only as a learning tool but to assist and encourage other educators in their own endeavors to incorporate technology into the curriculum and facilitate the sharing of these endeavors with the rest of the social studies professional community.

This practitioner article discusses uses of geospatial technologies in a social studies teacher education program as a way of demonstrating how other teacher educators might use geospatial technologies to prompt teacher candidates to new ways of thinking about pedagogy and the world at large.

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).

Beyond that, these five resources help educators integrate SEL into teaching practice in elementary English Language ARts, high school English Language Arts, elementary Mathematics, middle school Social Studies, and general strategies that may be used across all subject areas to support the five SEL core competencies (self - awareness, self - management, social awareness, relationship skills, and responsible decision - mSocial Studies, and general strategies that may be used across all subject areas to support the five SEL core competencies (self - awareness, self - management, social awareness, relationship skills, and responsible decision - msocial awareness, relationship skills, and responsible decision - making.