Search results for author:"Thomas Hammond"
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Thomas Hammond
Lehigh University
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Thomas Hammond
Lehigh University
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Thomas Hammond
Lehigh University
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Survey of Current Practice With Geospatial Tools in Teacher Education
Thomas Hammond
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2012 (Oct 09, 2012) pp. 1644–1646
Geographic information technologies (GIT) such as Google Earth and GPS-based navigation have saturated modern society. These tools are beginning to enter classrooms in the context of instruction on geo-referenced topics (e.g., migration, climate...
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Scaffolded vs. unscaffolded digital history projects: A quasi-experiment in a middle school history classroom
Thomas Hammond
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 4884–4888
Two competing strategies for student creation of multimedia products were implemented in end-of-unit projects in a seventh-grade history class. Two technologies and two scaffolding strategies were each used with half the students on one unit and...
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“You are Here”: Developing Elementary Students’ Geography Skills by Integrating Geospatial Information Technologies
Thomas Hammond
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 2133–2149
This study explores the use of geospatial information technologies to develop third grade students’ mastery of latitude and longitude and related geography skills. The researchers worked with teachers and students at three elementary schools to...
Topics: Geospatial Education, social studies education, Elementary Education, New Possibilities with Information Technology Education
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"So What?" Students' Articulation of Civic Themes in Middle-School Historical Account Projects
Thomas Hammond
Social Studies Vol. 101, No. 2 (2010) pp. 54–59
Two middle-school teachers incorporated student creation of historical accounts into their history instruction. During these projects, the teachers instructed their students to (1) summarize information presented during classroom instruction on a...
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Historical thinking as Applied Epistemology: Developing historical thinking in social studies methods courses via critical inquiries of Wikipedia entries
Thomas Hammond
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2012 (Oct 09, 2012) pp. 1634–1643
This study, conducted in methods classes at a large public university, explores a technique for introducing pre-service history teachers to historical thinking using the conceptual framework of epistemology. In this exercise, Wikipedia articles are...
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Transforming the History Curriculum With Geospatial Tools
Thomas Hammond
Contemporary Issues in Technology and Teacher Education Vol. 14, No. 3 (September 2014) pp. 266–287
Martorella's "sleeping giant" is awakening via geospatial tools. As this technology is adopted, it will transform the history curriculum in three ways: deepening curricular content, making conceptual frameworks more prominent, and increasing...
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"So what?" Students' articulation of civic themes in middle-school digital documentary projects
Thomas Hammond
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 4875–4880
Two middle-school teachers incorporated student creation of historical accounts into their history instruction. During these projects, the teachers instructed their students to, (1) summarize classroom instruction on a topic (e.g., the Great...
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A Geospatial Approach to Teachers' Diversity Education
Thomas Hammond
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) p. 1636
The No Child Left Behind (NCLB) Act has had mixed effects. While the law provides a powerful mandate that all children--regardless of race, ethnicity, or socioeconomic status--achieve proficiency in reading and math, it has also narrowed the...
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Promoting Student Engagement in History with PrimaryAccess Storyboard
Curby Alexander; Thomas Hammond
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 3660–3663
In this poster presentation, the author demonstrates a new tool designed to support historical inquiry within the context of K-12 instruction. This storyboarding tool was created in response to various time constraints encountered in previous...
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Giving, prompting, making: Framing a conceptual home for TPACK in social studies instruction
Thomas Hammond; Meghan Manfra
Contemporary Issues in Technology and Teacher Education Vol. 9, No. 2 (June 2009) pp. 160–185
Technological pedagogical content knowledge (now known as technology, pedagogy, and content knowledge, or TPACK) has become a widely referenced conceptual framework within teacher education. It provides a common language to discuss the integration...
Topics: Teaching Methods, Educational Technology, Social Studies, Preservice Teacher Education, Teachers
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Middle Level Special Education Teachers' Adoption of Interactive Whiteboards in Social Studies Instruction
Richard Rosenblum; Thomas Hammond
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 2992–2999
Interactive whiteboards (IWBs) are rapidly becoming standard features in American classrooms. Teacher training practices for using IWBs and other tools typically focus on the technology rather than teaching, and are consequently ineffective. This...
Topics: Special Education / Assistive Technology, Social Studies, Planning, Classrooms, social studies education
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Technology in Context: The Case of Teachers' Attitudes Toward Technology in the Maldives
Thomas Hammond; Ali Shameem
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 2287–2317
This study represents the first attempt, in the Maldives, to investigate teacher attitudes towards technology and explore the applicability of findings from literature when predicting technology related attitudes of Maldives' teachers. A cross...
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Bridging STEM and the Civic Mission of Social Studies: Integrating Spatial Reasoning & Computational Thinking Into Decision-Focused Secondary Social Studies Instruction
Thomas Hammond; Julia Oltman
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 2359–2363
Social studies has faced a crisis of relevancy, particularly in the ascendance of perceived high-value fields such as STEM. Furthermore, secondary social studies has struggled to reconcile the disciplinary organization of social studies curriculum ...
Topics: social studies education, Computational Thinking, Geospatial Education
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Teacher Adoption of Geospatial Tools in Special Needs Secondary History Classrooms: Case Studies
Thomas Hammond; Richard Rosenblum
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 4627–4629
One growing trend in history education is the instruction of students with special learning needs. Unfortunately, little research has been done on history education with special needs students, and even less attention has been devoted to technology...
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Film in Social Studies Teacher Education: Practices, Purposes, and Paradigms
Thomas Hammond; John Lee
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 4178–4181
In its brief history, American social studies education has contrasting purposes (matter, method, and citizenship preparation) and paradigm (universal standard or adaptation to local interests). One constant has been the pursuit of the concrete...
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Digital historical narratives and the social studies curriculum: Student outcomes in Virginia classrooms using PrimaryAccess
Thomas Hammond; Meghan McGlinn
Society for Information Technology & Teacher Education International Conference 2007 (Mar 26, 2007) pp. 3546–3548
In 2006-2007, a cohort of Virginia teachers integrated PrimaryAccess, an online digital video editor, into their social studies classroom instruction. A qualitative case study was conducted with participating teachers and their students to determine ...
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Media, scaffolds, canvases: A quantitative and qualitative investigation of student content knowledge outcomes in technology-mediated seventh-grade history instruction
Thomas Chalmers Hammond
Media, scaffolds, canvases: A quantitative and qualitative investigation of student content knowledge outcomes in technology@-mediated seventh@-grade history@instruction (2007) pp. 1–199
In this quasi-experiment, two competing technologies for student creation of multimedia products were implemented in end-of-unit projects in a seventh-grade United States History class. The technologies (PrimaryAccess and PowerPoint) were each used...
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Watching, Analyzing, and Creating: Teachers using Digital Video in Social Studies
John Lee; Thomas Hammond
Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 3901–3902
The backbone of social studies instruction is media. The big ideas of history, geography, economics, and civics have been powerfully expressed in documentary, cinematic, pictorial, and cartographic formats. Skillful teachers use these resources and...
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A Task-Oriented Framework for Stand-Alone Technology Integration Classes
Thomas C. Hammond
Journal of Computing in Teacher Education Vol. 23, No. 4 (2007) pp. 153–158
A long-standing challenge for schools of education is how to prepare teachers to effectively integrate technology into classroom instruction. A widespread practice in training preservice teachers is the stand-alone technology class. These classes...
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Geospatial Tools and Social Studies Teacher Education: Case Studies
Thomas Hammond; Elizabeth Langran
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 3834–3837
Geographic information technologies (GIT) such as Google Earth and GPS-based navigation have saturated modern society. These tools are beginning to enter social studies classrooms in the context of instruction on geo-referenced topics (e.g.,...
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The Sleeping Giant Awakens? Two Cases in Geospatial Tools Re-Shaping Curricular Content in Elementary Social Studies
Thomas Hammond; Julie Oltman
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 1637–1640
The literature on technology integration on social studies education is extensive but has largely observed adoption without any resulting impact on the curriculum. One family of technologies that holds particular promise for not just adoption but...
Topics: social studies education, Geospatial Education, Technological, Pedagogical Content Knowledge (TPACK)
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So What Happens When the Funding Runs Out? Professional Development for Sustainable Geospatial Technology Integration Initiatives
Thomas Hammond; Al Bodzin
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 1666–1672
To date, geospatial educators have focused on classroom-level implementation. Accordingly, professional development efforts regarding teachers’ integration of geospatial tools into classroom instruction has focused on individual teacher learning and ...
Topics: social studies education, Science Education, Geospatial Education
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Five-Picture Charades: A Flexible Model for Technology Training in Digital Media Tools and Teaching Strategies
Curby Alexander; Thomas C. Hammond
Contemporary Issues in Technology and Teacher Education Vol. 12, No. 1 (March 2012) pp. 55–70
In this article the authors present Five-Picture Charades, an instructional activity designed to introduce preservice and in-service teachers to the technical and pedagogical uses of digital images in the classroom. Because digital images can be...
Topics: Educational Technology, Multimedia, Preservice Teacher Education, Teaching Methods, Creativity
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Exploring the use of a Location-Based iPad Augmented Reality Game for Elementary History Education
Julie Oltman; Thomas C Hammond
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 818–821
This study explores the design and use of an augmented reality, location-based, iPad game, created with the ARIS platform, to enhance the learning experience of young elementary history students. Specifically, this study will look to measure...
Topics: Games & Simulations, Mobile Learning, New Possibilities with Information Technology Education
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Survey of Geospatial Information Technologies in Teacher Education
Thomas Hammond; Elizabeth Langran; Thomas Baker
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 873–881
The rapidly-developing field of geospatial information technologies (GIT) includes such tools as GPS, Google Maps/Earth, and GIS. While GIT holds great potential for learning in preK-16 education, it is unknown to what extent those who train...
Topics: Information Technology Diffusion/Integration, Geospatial Education
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Teachers' Instructional Choices with Student-Created Digital Documentaries: Case Studies
Meghan McGlinn Manfra; Thomas C. Hammond
Journal of Research on Technology in Education Vol. 41, No. 2 (2008) pp. 223–245
This article describes qualitative case studies of two teachers who integrated student-created digital documentaries into their social studies classrooms. Thornton's (2001a) concept of the teacher as curricular gatekeeper and Mishra and Koehler's (...
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Editorial: Digital Video and Social Studies
Thomas C. Hammond; John K. Lee
Contemporary Issues in Technology and Teacher Education Vol. 10, No. 1 (March 2010) pp. 124–132
The “social studies” as a domain of K-12 instruction is a legacy of early 20th-century Progressivism (Fallace, 2009). The movement to establish social studies was shaped and defined by such milestones as the 1916 report of the National Education...
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"So "That's" What the Whiskey Rebellion Was!": Teaching Early U.S. History with GIS
Jeffrey W. Snyder; Thomas C. Hammond
History Teacher Vol. 45, No. 3 (May 2012) pp. 447–455
The Geographic Information System (GIS) is a tool for effective teacher-centered instruction, powerful student-centered instruction, and engagement in historiography. GIS tools have existed since the 1960s, but only since the 1990s have educators...
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Developing Web 2.0 Tools for Support of Historical Inquiry in Social Studies
Glen Bull; Thomas Hammond; Bill Ferster
Computers in the Schools Vol. 25, No. 3 (October 2008) pp. 275–287
Web 2.0 tools offer new possibilities for teaching and learning. PrimaryAccess is a Web 2.0 tool designed for K-12 history education. PrimaryAccess shares many of the characteristics of other Web 2.0 applications, but its educational focus makes it...
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Redefining the Longitude/Latitude Experience with a Scaffolded Geocache
Thomas Hammond; Alec M. Bozdin; Sarah E. Stanlick
Social Studies Vol. 105, No. 5 (2014) pp. 237–244
Latitude and longitude are foundational concepts for geography education, yet they are typically poorly understood by students and receive indifferent attention from instructors and publishers' materials. Social studies teachers can take...
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Peering behind the curtain: Digital history, historiography, and secondary social studies methods
Meghan Manfra; Adam Friedman; Thomas Hammond; John Lee
Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 3908–3916
This follow up study, conducted in secondary methods courses, explores a technique for introducing students to historical thinking and historiography using Web 2.0 digital history sources. Wikipedia articles were examined and deconstructed to...
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Epistemology is elementary: Historical thinking as applied epistemology in an elementary social studies methods class
Thomas Hammond; Adam Friedman; Christy Keeler; Meghan Manfra; Demet Metan
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 4881–4883
Developing students' historical thinking skills is a challenging instructional objective in social studies education. One of the barriers is the difficulty of developing teachers' understanding of the concept and tactics for including it in their...
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Automated Formative Assessment as a Tool to Scaffold Student Documentary Writing
Bill Ferster; Thomas C. Hammond; R. Curby Alexander; Hunt Lyman
Journal of Interactive Learning Research Vol. 23, No. 1 (Jan 01, 2012) pp. 81–99
The hurried pace of the modern classroom does not permit formative feedback on writing assignments at the frequency or quality recommended by the research literature. One solution for increasing individual feedback to students is to incorporate some ...
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Developing a Curricular Sequence for K-16 Geospatial Integration
Marsha Alibrandi; Tom Baker; Elizabeth Langran; Thomas Hammond; Dan Zalles; Paul Nagel
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 3511–3513
International Geospatial teachers and teacher educators have an ever-increasing opportunities and technolgoies that are both intuitive and age-appropriate for students of all ages. Integration of social media and online mapping, expanded online...
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Shoulder-to-Shoulder: Teacher Professional Development and Curriculum Design and Development for Geospatial Technology Integration With Science and Social Studies Teachers
Thomas Hammond; Alec Bodzin; Kate Popejoy; David Anastasio; Breena Holland; Dork Sahagian
Contemporary Issues in Technology and Teacher Education Vol. 19, No. 2 (June 2019) pp. 279–301
For decades, educators have hoped to integrate geospatial tools into K-12 classrooms but struggled with barriers of time, technology, and curriculum alignment. The authors formed a design partnership with ninth-grade science and social studies...
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Digital History in Social Studies Teacher Education: Practices, Promises and Provisos, Part 1
Meghan McGlinn; Thomas Hammond; Adam Friedman; Cheryl Mason Bolick; Glen Bull; Bill Ferster; David Hicks; John Lee; Brendan Calandra; Peter Doolittle; Tom Ewing
Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) pp. 4134–4147
This symposium will define digital history as the "study of the past using a variety of electronically reproduced primary source texts, images, and artifacts, as well as the constructed historical narratives, accounts, or presentations that result...
Topics: Social Studies