Sentences with phrase «technology into social studies»

By witnessing a faculty model for effective technology integration, preservice teachers are given opportunities to reflect upon their previously held conceptions of teaching social studies and integrating technology into social studies.

How do the prior K - 12 social studies and technology experiences of preservice teachers affect their perceptions of social studies, teaching social studies, integrating technology into social studies, and their overall expectations of a social studies methods course?

Is it possible, then, for a teaching methods course to play a significant role in changing the many misconceptions preservice teachers have regarding social studies as a content area, methods of teaching social studies, and strategies for effectively integrating technology into social studies teaching?

Preservice teacher's perceptions of infusing computer technology into social studies instruction.

While the search reveals a large literature base for various ways to incorporate technology into the social studies classroom and observes that billions of dollars are spent on placing computers in classrooms around the country, still some social studies teachers do not use technology.

Integrating technology into the social studies curriculum / Intermediate.

This transformation may be advanced through more dialogue within the publications on effective practices for infusing technology into social studies education programs.

Transformation in curricula and instructional processes may be promoted by offering sufficient access to technology and infusing technology into social studies methods courses while affording opportunities to consider the daily demands of a teacher that may present barriers using technology in the classroom (Berson, 2000; Mason et al., 2000; Rose & Winterfield, 1999; NCATE, 1997).

Integrating technology into the social studies curriculum.

The addition of GIS technology into social studies education means stepping into the unknown, taking risks, creating pathways and experimenting.

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

The focus of this investigation was to develop answersto two questions: (a) How can technology impact student learning of socialstudies, and (b) How can I incorporate technology into my social studies classroomto enhance social studies learning?

Integrating technology into the social studies methods course was not simply a function of adapting the technology for student learning.

Since Martorella's call to action, much has been written on the potential benefits of infusing technology into the social studies.

The diffusion of technology into the social studies.

Not exact matches

Events such as Election Day mock voting, Veteran's Day Memorial program, and our 9/11 Remembrance take place throughout the year and are integrated into our rich curriculum, which includes classes in physical education, music, Spanish, art, and technology in addition to the core subjects of reading, math, science, and social studies.

Not only is the game great fun and easy to integrate into the curriculum, it also reinforces standards set by the National Council on Economic Education (NCEE), the National Council for Social Studies (NCSS), the National Council for Teachers of Mathematics (NCTM), and the International Society for Technology Education (ISTE).

said Vaianella about «Orphan Train,» a social studies project they designed to incorporate technology resources into the curriculum.

Teacher Erin Okata integrated social studies, language arts, science, math, fine arts, and technology into the project as a way to help students develop an awareness of ocean life and to meet specific Hawaii state curriculum standards.

A Google for Education Certified Trainer, former Director of Technology, and high school social studies classroom teacher, Ben has a passion for bringing creative technology integration into the Technology, and high school social studies classroom teacher, Ben has a passion for bringing creative technology integration into the technology integration into the classroom.

As a result of recent research in this field, some scholars are suggesting that social studies teachers integrate technology into daily teaching and learning activities (Berson, 1996; Diem, 2000).

With the advent of the Internet and multimedia technologies, teachers can more easily bring primary sources and other real - world social studies learning activities into their classrooms.

His career in education began as a middle school ELA / social studies teacher and then continued into administration and technology.

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Four faculty members documented their own technology integration journey through collaborative autoethnography identifying the affordances and challenges of 1:1 iPad integration into their science, social studies and literacy methods courses.

As Hammond and Manfra (2009) described in their discussion of TPACK in social studies education, TPACK is a conceptual framework in teacher education that «provides a common language to discuss the integration of technology into instruction and builds upon the concepts of pedagogical content knowledge, [as well as] teacher as curricular gatekeeper» (p. 160).

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.

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.

Over the past decade, K - 12 social studies teachers have increasingly integrated technology into their classroom history instruction to improve student - learning outcomes (Berson, 2004; Danker, 2000; Green, Bolick, & Robertson, 2010; Hakes & Eisenwine, 2003; Hernandez - Ramos & De La Paz, 2009; Ray & Shelton, 2004; Shiveley, 2004; VanFossen, 2004).

Rich themes provide extensive opportunities for integrating standards into relevant and meaningful activities within the sciences, social studies, music, language arts, technology, and art.

Using stand - alone Web modules to integrate technology into secondary social studies methods instruction.

Preservice social studies teachers need to see technology effectively modeled and have meaningful opportunities to use technology if they are going to integrate technology into their future social studies teaching (Bates, 2008; Diem, 2002).

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.

Incorporating technology into the making pedagogy mode seems to be a natural outgrowth of the traditional use of projects in social studies instruction.

Using the of Humans of New York photoblog concept, the exemplar lesson plan described in this article incorporated technology and the replacement, amplification, and transformation framework to modify a traditional social studies lesson on the American Civil War into an engaging and inquiry - based lesson.

In our work with preservice social studies teachers, we have used a number of strategies to help them understand and apply models and practices for effectively integrating technology into their future classrooms — thus, strengthening the link between technology, pedagogy, and content.

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).

Core courses include Human Learning, Developmental Aspects of Human Learning, Curriculum Leadership, and Using Assessment to Guide Instruction; specialization courses include Issues in the Social Studies Classroom, Social Studies and Technology, Secondary Social Studies Curriculum, Civic Education, Inquiry Into K - 12 History and Social Science, and more.

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.

To this end, the College and University Faculty Assembly (CUFA) Guidelines for Using Technology in Social Studies Teacher Education (Mason et al., 2000) offers five principles to guide the integration of technology into teacher Technology in Social Studies Teacher Education (Mason et al., 2000) offers five principles to guide the integration of technology into teacher technology into teacher education.

Assertion 2: The preservice teachers» perceptions of social studies, teaching social studies, and integrating technology when teaching social studies were positively influenced by the instructor's modeling of constructivist teaching methods and her integration of technology into these methods.

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.

The results of this study, therefore, assume it is important to examine preservice teachers» experiences learning social studies, as well as their experiences learning to integrate technology when trying to determine how successful they will be at integrating technology into their future social studies teaching.

The survey was divided into four parts, with the first component focusing on demographics (17 items), the second addressing the use of technology in social studies methods courses, the third assessing personal use of technology and confidence in technology, and the fourth examining organizational support and barriers to technology integration and further information on the organizations of the respondents.

In those latter studies, based on the idea of CE as a policy option, other, more specific frames and their implications are moved into the focus of analysis: for example with regard to its role for society, its relevance for political conflict or its perception as a social technology.

For the purpose of data collection, the university was divided into four major schools of study namely (i) science, (ii) social science and humanities, (iii) management and commerce, and (iv) engineering and technology.