Search results for author:"Philip E. Molebash"
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Becoming an effective technology integrating teacher: The effects of a technology-enriched elementary social studies methods course
Becoming an effective technology integrating teacher: The effects of a technology@-enriched elementary social@studies@methods course (2001) pp. 1–309
No longer is the question asked as to whether or not technology (computers, Internet, World Wide Web) should play a role in education. Instead educators and policymakers ask what should this role be and how can...
Constructivism Meets Technology Integration: The CUFA Technology Guidelines in an Elementary Social Studies Methods Course
Theory and Research in Social Education Vol. 30, No. 3 (2002) pp. 429–455
Schools and colleges of education have been criticized for not adequately preparing preservice teachers to integrate technology in their future classrooms. It has been proposed that a central component in the preparation of preservice teachers is...
Contemporary Issues in Technology and Teacher Education Vol. 2, No. 1 (2002) pp. 63–72
Shoffner, Dias, and Thomas (2001) described a model for support of collaborative planning between the teacher education program and the instructional technology program at Georgia State University (GSU). Collaboration between instructional...
Theory and Research in Social Education Vol. 35, No. 2 (2007) pp. 153–173
This article describes the findings of a five-year longitudinal study examining 23 elementary teachers' use of technology in the classroom. Specifically, it describes how these teachers' experiences in a technology-enriched elementary social studies ...
Journal of Educational Computing Research Vol. 38, No. 2 (2008) pp. 183–200
This article describes the findings of a longitudinal study examining how teachers' confidence toward using technology have evolved, if at all, since taking an educational technology course during their preservice teacher education experience. Pre-...