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Guidelines for Using Technology to Prepare Social Studies Teachers
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, University of South Florida, United States ; , University of Texas-San Antonio, United States ; , Virginia Tech, United States ; , University of Virginia, United States ; , Georgia State Univ., United States ; , Univ. of Virginia, United States

CITE Journal Volume 1, Number 1, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

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 learn. As social studies teacher educators, one of our roles is to model appropriate uses of technology for our preservice teachers. Take for example the scenario in which preservice teacher Rob Dent collaborated with a classroom teacher to develop a technology infused unit of study, called “Who Wants to Be a Pioneer?” (see http://k12.albemarle.org/murrayelem/white/frontier / ). This student experienced designing and teaching a lesson using primary sources, while at the same time, he learned Web page development and design and classroom management techniques. Dent explains what technology skills he used in developing this project in videos 1 and 2 .

This is just one example of preparing social studies teachers to use technology appropriately. We offer the following five principles as guides for the appropriate infusion of technology in social studies teacher preparation programs.

Citation

Berson, M., Diem, R., Hicks, D., Mason, C., Lee, J. & Dralle, T. (2000). Guidelines for Using Technology to Prepare Social Studies Teachers. Contemporary Issues in Technology and Teacher Education, 1(1), 107-116. Charlottesville, VA: Society for Information Technology & Teacher Education. Retrieved December 17, 2018 from .

Keywords

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