Pre-Service Social Studies Teachers Using Digital Civic Resources
International Journal of Social Education Volume 21, Number 1, ISSN 0889-0293
The need for an engaged, informed citizenry is central to the dream of democracy by Thomas Jefferson. The National Council for the Social Studies (NCSS) places citizenship education "at the heart of social studies" and suggests that social studies teachers must prepare students to develop a "reasoned commitment to fundamental values, such as life, liberty, pursuit of happiness, equality, truth, and promotion of the common good." In the process of developing their students' civic competence, social studies teachers make use of a range of resources. Increasingly, teachers are making use of a wide range of online resources that have civic educative value. These resources, which the author terms "digital civic resources" (DCR), are materials which enable teachers and students to develop the knowledge, skills, and dispositions needed to engage in meaningful civic life and support the NCSS' description of effective citizenship. Given the easy availability of DCR on the Web, some researchers expect these resources to influence the practice of social studies education. This study examines patterns of use of DCR by pre-service social studies educators. Emergent patterns are presented along with the consequences of these uses for teacher education and social studies instruction. Prior to presenting these findings and the resulting conclusions, related literature on DCR is discussed. (Contains 1 table and 59 notes.)
Lee, J.K. (2006). Pre-Service Social Studies Teachers Using Digital Civic Resources. International Journal of Social Education, 21(1), 95-110.
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Social Studies Teacher Educators' Use of the Wise Practice Case Database in Teacher Education Programs
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Preservice Social Studies Teachers’ Historical Thinking and Digitized Primary Sources: What They Use and Why
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