Technology in the Elementary Social Studies Classroom: Teacher Preparation Does Matter
Theory and Research in Social Education Volume 35, Number 2, ISSN 0093-3104
This article describes the findings of a five-year longitudinal study examining 23 elementary teachers' use of technology in the classroom. Specifically, it describes how these teachers' experiences in a technology-enriched elementary social studies methods course, taken in the fall of 2000, have affected their attitudes towards and use of technology in their classrooms. Many have speculated that the demands of the first few years of teaching can dwarf the effects of teacher preparation, therefore reexamining the effects of preservice education in their fourth year of inservice teaching provides a perspective we need to validate and improve our efforts to better prepare elementary teachers to use technology to teach social studies. (Contains 1 table.)
Franklin, C.A. & Molebash, P.E. (2007). Technology in the Elementary Social Studies Classroom: Teacher Preparation Does Matter. Theory and Research in Social Education, 35(2), 153-173.
Cited ByView References & Citations Map
Mark Pearcy, Rider University, United States
Contemporary Issues in Technology and Teacher Education Vol. 13, No. 4 (December 2013) pp. 360–385
Preservice Social Studies Teachers’ Historical Thinking and Digitized Primary Sources: What They Use and Why
Cinthia Salinas & M. Elizabeth Bellows, The University of Texas at Austin, United States; H. Leonard Liaw, unknown, United States
Contemporary Issues in Technology and Teacher Education Vol. 11, No. 2 (June 2011) pp. 184–204
Karen Johnson, West Chester University, United States
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 1469–1470
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