Using Digital Primary Sources to Teach Historical Perspective to Preservice Teachers
Scott Waring, University of Central Florida, United States ; Cheryl Franklin Torrez, The University of New Mexico, United States
CITE Journal Volume 10, Number 3, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
This article focuses on the use of digital primary sources to teach historical perspective to preservice teachers. Discussed here are the experiences of 90 elementary education majors during their inquiry-based elementary social studies methods course. A variety of digital primary sources were used to teach historical perspective and to model teaching strategies for use in elementary classrooms. The preservice teachers indicated that their experiences were positive, that digital sources had great potential for elementary classroom use in providing students with multiple perspectives, and that they gave the teacher an opportunity to make history real, challenge assumptions, and foster inquiry, as well as help the students to understand the content more clearly.
Waring, S. & Torrez, C.F. (2010). Using Digital Primary Sources to Teach Historical Perspective to Preservice Teachers. Contemporary Issues in Technology and Teacher Education, 10(3), 294-308. Waynesville, NC USA: Society for Information Technology & Teacher Education.
© 2010 Society for Information Technology & Teacher Education
Cited ByView References & Citations Map
Tina Heafner, University of North Carolina at Charlotte, United States; Michelle Plaisance, Greensboro College, United States
Contemporary Issues in Technology and Teacher Education Vol. 16, No. 4 (December 2016) pp. 452–494
Mark Pearcy, Rider University, United States
Contemporary Issues in Technology and Teacher Education Vol. 13, No. 4 (December 2013) pp. 360–385
Experiencing History through Primary Sources and Online Newspapers for Middle School Social Studies Instruction
Anjum Najmi, University of North Texas, United States
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 3723–3727
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