Digital Historical Inquiry Project
PROCEEDINGS
Peter Doolittle, Virginia Tech, United States ; Philip Molebash, San Diego State University, United States ; John Lee, Georgia State University, United States ; David Hicks, Virginia Tech, United States ; Cheryl Bolick, University of North Carolina, United States
Society for Information Technology & Teacher Education International Conference, in Albuquerque, New Mexico, USA ISBN 978-1-880094-47-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
The Digital Historical Inquiry Project is an effort to create and grow a consortium of schools and colleges of education interested in promoting historical inquiry in the preparation of pre-service social studies teachers. The Consortium will produce innovative programs of study that will allow pre-service and in-service social studies teachers to learn the methods of digital historical inquiry and implement those methods in their teaching experiences. Digital historical inquiry means taking full advantage of current and emerging technologies to support conceptualizations of learning history that stress developing inquiry, perspective taking and meaning making over the current transmission textbook-driven model. This project includes a model for broad dissemination and sustainability of specific pedagogical strategies for transforming social studies pre-service and in-service teacher education in schools and colleges of education across the country.
Citation
Doolittle, P., Molebash, P., Lee, J., Hicks, D. & Bolick, C. (2003). Digital Historical Inquiry Project. In C. Crawford, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2003--Society for Information Technology & Teacher Education International Conference (pp. 3155-3158). Albuquerque, New Mexico, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 19, 2024 from https://www.learntechlib.org/primary/p/18657/.
Keywords
References
View References & Citations Map- Barton, K. (1998). “That’s a tricky piece”: Children’s understanding of Historical Time in Northern Ireland. Paper to the Annual Meeting of the American Educational Research Association, San Diego, Ca, 13-18 April.
- Becker, H.J. (2000). “Teacher professional engagement and constructivist-compatible computer use,” [Online]. Available from< http://www.crito.uci.edu/tlc/findings/report_7/startpage.html > (6 July 2001).
- International Society for Technology in Education. (1999). Will new teachers be prepared to teach in a digital age? A national survey on information technology in teacher education. Santa Monica, CA: Milken Exchange on Education Technology [Online]. Available: http://www.milkenexchange.org/research/iste_results.html
- Levstik, L. & Barton, K. (2001). Doing History; Investigating with Children in Elementary and Middle Schools. 2nd edn. New Jersey: Lawrence Erlbaum Associates.
- Mason, C., Berson, M., Diem, R., Hicks, D., 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.
- National Council for Accreditation of Teacher Education. (1997). Technology and the new professional teacher: Preparing for the 21st century classroom. Washington, D.C.
- National Council for Social Studies. (1997). National standards for social studies teachers. [Online]. Available: http: www.socialstudies.org/standards/teachers/home.html Owens, W.T. (1997, May/June). The challenges of teaching social studies methods to pre-service elementary teachers. The Social Studies. 113-119.
- President’s Committee of Advisors on Science and Technology. (1997). Report to the President on the Use of Technology to Strengthen K-12 Education in the United States. Washington, DC: U.S. Government Printing Office.
- Riley, C (1999). Evidential understanding, period knowledge and the development of literacy: A practical approach to ‘layer of inference’. Teaching History, 97. 6-12.
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to References