Search results for author:"David Hicks"
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Contemporary Issues in Technology and Teacher Education Vol. 1, No. 1 (2000) pp. 107–116
Social studies teacher education faculty members who effectively integrate technology in methods courses provide students opportunities to explore applications for the K-12 classroom and to consider how technology is changing the way we teach and...
Using a Historic Site to Develop Virtual Reality-Enhanced Web-Based Instructional Material: Learning to Use Technology as a Partner in the Classroom
Contemporary Issues in Technology and Teacher Education Vol. 1, No. 2 (2000) pp. 244–257
Over the last decade a growing number of social studies educators have mirrored Berson's contention that interactive technologies hold a great deal of potential for transforming the teaching and learning of social studies (Braun, Jr. & Risinger,...
Contemporary Issues in Technology and Teacher Education Vol. 6, No. 2 (June 2006) pp. 246–258
The SITE social studies content strand needs a paper that focuses on the state of the field. The paper will be posted on the SITE Web site and also published in Contemporary Issues in Technology and Teacher Education (CITE Journal). We hope that it...
Preparing Tomorrow's Teachers to Be Socially and Ethically Aware Producers and Consumers of Interactive Technologies
Contemporary Issues in Technology and Teacher Education Vol. 3, No. 4 (2004) pp. 470–481
Technological literacy will be a necessity — not a frill — in the 21st century. The most important single benefit that the communications revolution can deliver to each and every child in this country is an advanced cutting-edge 21st century...
Contemporary Issues in Technology and Teacher Education Vol. 6, No. 4 (December 2006) pp. 414–417
Research and scholarship in social studies and technology has taken two basic forms over the past decade and a half. Early scholarship on social studies and technology focused on theoretical arguments about how to integrate technology into social...
Revisiting the "Sleeping Giant" Metaphor: Is It Still Sleeping in the Commonwealth of Virginia, and Is It Still Really a Giant?
Contemporary Issues in Technology and Teacher Education Vol. 14, No. 2 (June 2014) pp. 141–157
In order to revisit Martorella’s metaphor of technology as a sleeping giant this paper analyzes data collected over multiple years in order to provide a portrait of how preservice teachers make sense of and choose (if at all) to integrate digital...
Through the Democratic Lens: The Role of Purpose in Leveraging Technology to Support Historical Inquiry in the Social Studies Classroom
International Journal of Social Education Vol. 21, No. 2 (2007) pp. 142–168
This study provides a clearer portrait of the extent to which practicing history and social studies teachers, who explicitly expressed an interest in the potential of technology and advocate the use of primary sources within their teaching, are...
Theory and Research in Social Education Vol. 31, No. 1 (2003) pp. 72–104
The National Council for the Social Studies has explicitly advocated technology integration into the social studies classroom to transform the teaching and learning of key social studies content and skills. While the call for technology integration...
The Effects of Training, Modality, and Redundancy on the Development of a Historical Inquiry Strategy in a Multimedia Learning Environment
Journal of Interactive Online Learning Vol. 8, No. 3 (2009) pp. 255–269
The purpose of this study was to assess the effects of training, modality, and redundancy on the participants' ability to apply and recall a historical inquiry strategy. An experimental research design was utilized with presentation mode as the...
Theory and Research in Social Education Vol. 32, No. 2 (2004) pp. 213–247
A limited body of research examines the extent to which social studies teachers are actually utilizing primary sources that are accessible in traditional classroom-based formats versus web-based formats. This paper initiates an exploration of this...
AACE Journal Vol. 12, No. 2 (April 2004) pp. 198–217
Digital libraries are changing the way academic disciplines within universities are conceptualized. The nation’ s scholars are investing their careers and millions of dollars to use technology to rethink the nature of their disciplines. These...
Using Technology to Teach Historical Understanding: The Digital History Reader Brings the Possibilities of New Technology to the History Classroom
Social Education Vol. 69, No. 3 (Apr 01, 2005)
Today's students are generally accustomed to seeing timelines of events, lists of names, and bulleted items, yet they lack an understanding of the complexity of historical analysis. Learning to read historical information from charts, for example,...
Social Education Vol. 73, No. 3 (April 2009) pp. 136–139
If the mission of the social studies is to educate global citizens for the twenty-first century, then students must learn how to engage in the type of systematic and sophisticated literacy work that recognizes the power of images as well as texts....
Theory and Research in Social Education Vol. 36, No. 3 (2008) pp. 206–232
This article reports on the findings of a study designed to assess the utility of a multimedia tutorial intended to scaffold the development of historical source analysis through the use of the SCIM strategy. Seventy-seven undergraduate students (29 ...
Contemporary Issues in Technology and Teacher Education Vol. 14, No. 4 (December 2014) pp. 433–450
The inaugural issue of Contemporary Issues in Technology and Teacher Education provided a series of guidelines for using digital technology to prepare teachers in the fields of social studies, math, English and science. In this paper, the authors...
Shifting the Gaze: (Mis)Using Actor-Network-Theory to Examine Preservice Teachers’ Uses of Digital Technologies.
Contemporary Issues in Technology and Teacher Education Vol. 20, No. 4 (December 2020) pp. 730–742
This paper responds to the recent call for technoskeptical or critical studies of educational technology in the classroom. The authors intentionally push against more established theoretical frameworks used in the field of teaching with technology...
"So I Feel Like We Were Just Theoretical, Whereas They Actually Do It": Navigating Twitter Chats for Teacher Education
Contemporary Issues in Technology and Teacher Education Vol. 19, No. 2 (June 2019) pp. 218–239
In this qualitative study, the authors analyzed the participation of preservice teachers in a discipline specific Twitter chat known as #sschat. Findings indicated that preservice teachers found value in the chat when they shared resources with...
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 23, No. 1 pp. 13–23
This article begins by noting some of the global concerns that young people have today and highlights the crucial role of global education in responding to such concerns. It then considers the importance of teacher training in such matters and...
Journal on Excellence in College Teaching Vol. 15, No. 1 (2004) pp. 7–30
Distance education has become a major form of education in the United States. This surge in popularity has launched a plethora of scholarship emphasizing the distillation of those strategies which inform effective, learning experiences in the...