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Beyond Primary Sources: A Professional Development Collaboration Designing Technology Integrated Instruction for Supporting K-12 Historical Thinking and Understanding
PROCEEDINGS

, , , UCLA, United States

Society for Information Technology & Teacher Education International Conference, ISBN 978-1-880094-37-2 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Beyond Primary Sources: Using Technology in the K-12 History-Social Science Classroom provided K-12 California teacher participants with the opportunity to collaborate on the development of instructional materials using technology to support historical thinking and understanding in K-12 students. Participants examined the use of problem-based learning and technology to support their students' development and engaged in a guided inquiry to design instruction focusing on the use of technology and constructivist learning approaches to solve shared instructional problems. Resources such as the State Board of Education Content Standards in History Social Sciences, case studies in history and social science, exercises and theoretical perspectives provided additional guidance. Following the two-day workshop, the participants worked in online collaborative workspaces collaboratively developing their instructional materials. The completed materials are posted on the CH-SSP web-site (www.sscnet.ucla.edu/ch-ssp) for convenient statewide access.

Citation

Wellman, E., Creedman, M. & Flores, J. (2000). Beyond Primary Sources: A Professional Development Collaboration Designing Technology Integrated Instruction for Supporting K-12 Historical Thinking and Understanding. In D. Willis, J. Price & J. Willis (Eds.), Proceedings of SITE 2000--Society for Information Technology & Teacher Education International Conference (pp. 1990-1996). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). Retrieved December 8, 2019 from .

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