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Using Digital Primary Sources and Technology Tools to Engage Students in Inquiry and Project-Based Learning
PROCEEDINGS

, , North Carolina State University, United States

Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

A digital history project called the Plantation Letters is designed to inform students about the community experiences of enslaved persons living on multiple plantations owned by the Cameron family of North Carolina. The project models promising technology-enhanced instructional practices through the use of primary sources to engage students in inquiry and project-based learning. The collection of resources and lesson ideas are particularly relevant for social studies teachers and teacher educators, but lessons can be applied across interdisciplinary subject areas. Online project artifacts include: strategies for employing primary sources in the classroom to teach students about antebellum plantation life for enslaved persons, a search tool for the Plantation Letters database to extract relevant documents by identified themes, and a professional Ning network for educators interested in discussing applications of the Plantation Letters.

Citation

Oliver, K. & Lee, J. (2011). Using Digital Primary Sources and Technology Tools to Engage Students in Inquiry and Project-Based Learning. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 4198-4201). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved July 20, 2019 from .

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