Sentences with phrase «social studies teacher preparation»

The need for technology integration within social studies teacher preparation and education programs has also lagged behind expectations (Mehlinger & Powers, 2002).

With the benefit of significant research on this topic (much of it by the authors of these guidelines) and sobered, like them, by the «hype cycles and the techno - romance of emerging technologies» (Hicks et al., 2014, para. 5), social studies scholars today have a better informed and more theoretically sophisticated perspective concerning the affordances and challenges of digital technologies in social studies teacher preparation than once was the case.

In 2000, we offered the following five principles as «guides for the appropriate infusion of technology in social studies teacher preparation programs» (para. 2) We have now reduced these five principles to four with updated language and focus.

We offer the following five principles as guides for the appropriate infusion of technology in social studies teacher preparation programs.

The need to leverage theory in the development of guidelines for using technology in social studies teacher preparation: A reply to Crocco and Mason et al..

Not exact matches

Halvorsen's work focuses on elementary social studies education, particularly for children from low socio - economic backgrounds, the history of education, teacher preparation in the social studies, and the integration of social studies and literacy.

Teachers are encouraged or required to suspend or interrupt science, social studies, and other core subjects not tested by TAAS for TAAS preparation in other disciplines.

In this paper, we reflect upon, revisit, and rethink the original guidelines for using digital technologies to prepare social studies teachers in an effort to facilitate theoretical and practical discussions that may, once again, serve as a foundation from which to approach the preparation and development of social studies teachers over the next few years.

In this paper, the authors reflect upon, revisit, and rethink the original guidelines for using digital technologies to prepare social studies teachers in an effort to facilitate theoretical and practical discussions that may, once again, serve as a foundation from which to approach the preparation and development of social studies teachers over the next few years.

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.

In Hicks, Lee, Berson, Bolick, and Diem (2014), the authors revisited and revised a series of principles focusing on the preparation of social studies teachers for using digital technologies in the classroom, originally presented in the inaugural issue of Contemporary Issues in Technology and Teacher Education (Mason et al., 2000).

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).

In «Guidelines for Using Technology to Prepare Social Studies Teachers» (Hicks, Lee, Berson, Bolick, & Diem, 2014), the authors revisited and revised a series of principles focusing on the preparation of social studies teachers for using digital technologies in the classroom, originally presented in the inaugural issue of this journal (Mason et al., Social Studies Teachers» (Hicks, Lee, Berson, Bolick, & Diem, 2014), the authors revisited and revised a series of principles focusing on the preparation of social studies teachers for using digital technologies in the classroom, originally presented in the inaugural issue of this journal (Mason et al.,Studies Teachers» (Hicks, Lee, Berson, Bolick, & Diem, 2014), the authors revisited and revised a series of principles focusing on the preparation of social studies teachers for using digital technologies in the classroom, originally presented in the inaugural issue of this journal (Mason et al.Teachers» (Hicks, Lee, Berson, Bolick, & Diem, 2014), the authors revisited and revised a series of principles focusing on the preparation of social studies teachers for using digital technologies in the classroom, originally presented in the inaugural issue of this journal (Mason et al., social studies teachers for using digital technologies in the classroom, originally presented in the inaugural issue of this journal (Mason et al.,studies teachers for using digital technologies in the classroom, originally presented in the inaugural issue of this journal (Mason et al.teachers for using digital technologies in the classroom, originally presented in the inaugural issue of this journal (Mason et al., 2000).

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.

Social studies teacher educators and researchers have noted film's affordances for learning content, developing empathy, practicing analysis, and engaging in civic preparation (Marcus, 2007).

As teachers spent more time preparing students to take standardized tests, the curriculum was narrowed: Such subjects as science, social studies, and the arts were pushed aside to make time for test preparation.

We hope this article will be useful for preparation, planning, and discussion among elementary social studies teachers and their colleagues.

Our program is designed for those of you interested in social studies education research, scholarship and teacher preparation.

Much is exciting in all this, but much ought to be considered more fully in the doing of social studies and the preparation of its teachers.

Little empirical data is available about the extent of preparation of social studies teachers to use technology.