Growth in Teachers' Knowledge about Digital Historical Inquiry
John Lee, Georgia State University, United States
Society for Information Technology & Teacher Education International Conference, in Orlando, Florida, USA ISBN 978-1-880094-58-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This paper reports on uses of digital primary historical sources to enable the development of pre-service social studies education teachers' subject matter and pedagogical content knowledge. Pre-service teacher participants developed subject matter and pedagogical representations of their knowledge about an inquiry conducted using digital historical resources. These reports along with narrative descriptions of the process for transforming participants' knowledge of subject matter into pedagogy were analyzed using qualitative / narrative methods. The analysis of participants' work uncovered problematic transformations which were rooted in poorly conceived inquiries and poorly implemented research strategies. These findings suggest that the authentic pedagogical use of digital historical resources requires well-developed historical inquiry questions and sound historical thinking skills.
Lee, J. (2006). Growth in Teachers' Knowledge about Digital Historical Inquiry. In C. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2006--Society for Information Technology & Teacher Education International Conference (pp. 4122-4127). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE).