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How Can Educational Technology Improve Content Knowledge and Classroom Pedagogy? Teaching History and Preparing Teachers with the Digital History Reader, Part 2
PROCEEDINGS

, , , , , Virginia Tech, United States

Society for Information Technology & Teacher Education International Conference, in Phoenix, AZ, USA ISBN 978-1-880094-55-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This symposium explores the ways that integrating educational technology into history teaching and the preparation of history teachers can improve content knowledge and pedagogical effectiveness. Materials developed for the Digital History Reader are used to illustrate the ways that innovative classroom strategies, multimedia content in United States and European history, and the use of information technologies have evolved through collaborative efforts to improve history teaching at the secondary and post-secondary levels. The audience will be presented with instructional materials, pedagogical strategies, and an integrated framework appropriate for teacher education programs in history and social studies. Presenters include historians, teacher-educators, instructional technology specialists, and graduate assistants from Virginia Tech, where the Digital History Reader is being created and evaluated for use in classrooms.

Citation

Ewing, T., Lehr, J., Nelson, A., Watson, C.E. & Hicks, D. (2005). How Can Educational Technology Improve Content Knowledge and Classroom Pedagogy? Teaching History and Preparing Teachers with the Digital History Reader, Part 2. In C. Crawford, R. Carlsen, I. Gibson, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2005--Society for Information Technology & Teacher Education International Conference (pp. 3815-3817). Phoenix, AZ, USA: Association for the Advancement of Computing in Education (AACE). Retrieved June 25, 2019 from .

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