DIGITAL LIBRARIES: THE CATALYST TO TRANSFORM TEACHER EDUCATION
Article
Cheryl Mason Bolick, University of North Carolina, United States ; David Hicks, Virginia Tech, United States ; John Lee, Georgia State University, United States ; Philip Molebash, San Diego State University, United States ; Peter Doolittle, Virginia Tech, United States
AACE Review (formerly AACE Journal) Volume 12, Number 2, ISSN 1065-6901 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
Digital libraries are changing the way academic disciplines within universities are conceptualized. The nation’ s scholars are investing their careers and millions of dollars to use technology to rethink the nature of their disciplines. These advances are affecting academic research and instruction as academic disciplines restructure in response to technologies. This article presents a framework for how digital libraries should be used in teacher education.
Citation
Bolick, C.M., Hicks, D., Lee, J., Molebash, P. & Doolittle, P. (2004). DIGITAL LIBRARIES: THE CATALYST TO TRANSFORM TEACHER EDUCATION. AACE Review (formerly AACE Journal), 12(2), 198-217. Norfolk, VA: Association for the Advancement of Computing in Education (AACE). Retrieved March 19, 2024 from https://www.learntechlib.org/primary/p/4813/.
© 2004 Association for the Advancement of Computing in Education (AACE)
Keywords
References
View References & Citations Map- American Council on Education. (1999). To touch the future: Transforming the way teachers are taught. Washington, DC: Author.
- Ashby, R., & Lee, P. (1987). Discussing the evidence. Teaching History, 48,1317.
- Ashby, R., Lee, L., & Dickinson, A. (1997). How children explain the “why” of history: The Chata research project on teaching history. Social Education, 61(1), 17-21
- Barton, K. (1997). History it can be elementary. An overview of elementary students’ understanding of history. Social Education, 61(1), 13-16.
- Barton, K. (1998a, April 13-17). “That’s a tricky piece”: Children’s understanding of historical time in Northern Ireland. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA.
- Barton, K. (1998b, April 13-17). “You’d be wanting to know about the past”: Social contexts of children’s understanding in Northern Ireland and the United States. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA.
- Barton, K. (2001). A sociocultural perspective on children’s understanding of historical change: Comparative findings from Northern Ireland and the United States. American Educational Research Journal, 38(4), 881-913. Barton, K. And Levstik, L. (1996). “Back when God was around and everything:” The development of elementary children’s understanding of historical time. American Educational Research Journal, 33, 419- 454.
- Baxter, M.B., Ferrell, R.H., & Wiltz, J.E. (1991). The teaching of American history in high schools. Bloomington, ID: Indiana University Press.
- Berliner, D.C. (1994). Expertise: The wonder of exemplary performances. In J. Mangieri & C. Block (Eds.), Creating powerful thinking in teachers and students. Ft. Worth, TX: Rienhart & Winston. [Online]. Available: http://courses.ed.asu.edu/berliner/readings/expertise.htm
- Berliner, D.C. (1995). Teacher expertise. In L.W. Anderson (Ed.), International Encyclopedia of Teaching and Teacher Education. New York: Pergamon.
- Booth, M. (1987). Ages and concepts: A critique of the Piagetian approach to teaching history. In C. Portal (Ed.), The history curriculum for teachers (pp. 22-38). London: Falmer Press.
- Booth, M. (1993). Students historical thinking and the national history curriculum in England. Theory and Research in Social Education, 21, 105-127.
- Booth, M. (1994). Cognition in history: A British perspective. Educational Psychologist, 29(2), 61-69.
- Brophy, J. (Ed.) (1991). Advances in research on teaching. Vol 2: Teachers’ knowledge of subject matter as it relates to their teaching practice. Greenwich CT: JAI Press.
- Bull, G., Bull, G., Dawson, K., & Mason, C. G (2001). Evaluating and using web-based resources. Learning and Leading with Technology, 28(7), 50-55. Cochran, K.F., DeRuiter, J.A., &, King, R.A. (1993, September/October). Pedagogical content knowing: An integrative model for teacher preparation. Journal of Teacher Education, 44, 263-272.
- Counsell, C. (2000). Historical knowledge and historical skills: a distracting dichotomy. In J. Arthur & R. Phillips (Eds.), Issues in history teaching, (pp. 54-71). New York: Routledge.
- Cunnah, W. (2000). History teaching, literacy and special educational needs. In J. Arthur & R. Phillips (Eds.), Issues in history teaching, (pp.113-124). New York: Routledge
- Downey, M., & Levstik, L. (1991). Teaching and learning history. In J.P. Shaver (Ed.), Handbook of research on social studies teaching and learning, (pp. 400- 410). New York: Macmillan.
- Foster, S. (1999). Using historical empathy to excite students about the study of history: Can you empathize with Neville Chamberlain? The Social Studies, 90(1), 18-24.
- Foster, S., & Yeager, E. (1998). The role of empathy in the development of historical understanding. The International Journal of Social Education, 13(1), 1-7.
- Grossman, P., Wilson, S., & Shulman, L. (1989). Teachers of substance: Subject matter knowledge for teaching. In M.C. Reynolds (Ed.), Knowledge base for the beginning teacher, (pp. 23-36). Oxford: Pergamon.
- Hallam, R. (1967). Logical thinking in history. Educational Review, 19, 183-202. Hallam, R. (1972) Thinking and learning in history. Teaching History, 2, 337-346. Halpin, R. (1999). A model of constructivist learning practice: Computer literacy integrated to elementary mathematics and science teacher education. Journal of Research on Computing in Education, 32(1), 128-138.
- Harnett, P. (2000). Curriculum decision making in the primary school: The place of history. In J. Arthur & R. Phillips (Eds.), Issues in history teaching, (pp. 24-36). New York: Routledge.
- Hayden, T. (2000) Information and communication technology in the history classroom. In J. Arthur & R. Phillips (Eds.) Issues in history teaching, (pp. 98-112). New York: Routledge.
- Hope, W.C. (1996). It’s time to transform social studies teaching. The Social Studies, 87(4), 149-151.
- Hunt, M. (2000). Teaching historical significance. In J. Arthur & R. Phillips (Eds.) Issues in history teaching, (pp. 39-53). New York: Routledge. Husbands, C. (1996). What is history teaching? Language, ideas and meaning in learning about the past. Buckingham: Open University Press. International Society for Technology in Education. (1999). Will new teachers be prepared to teach in a Digital Age? A national survey on information technology in teacher education. Santa Monica, CA: Milken Exchange on Education Technology. Retrieved March 24, 2000, from http://www.milkenexchange.org/research/iste_results.html
- Lee, P. (1997) “None of us was there”: Children’s ideas about why historical accounts differ. In S. Ahonen et al. (Eds.) Historiedidaktik, Norden 6,Nordisk Konferens om Historiedidaktik, Tampere 1996 Copenhagen: Danmarks Laererhojskle.
- Lee, P. (1998). Making sense of historical accounts. Canadian Social Studies, 32(1), 52-54.
- Lee, P. & Ashby, R. (2000). Progression in historical understanding among students ages 7-14. In P. Stearns, P. Sexias, & S. Wineburg (Eds.), Knowing, teaching and learning history: A national and international perspective, (pp. 223-245). New York: New York University Press
- Levstik, L. (1986). The relationship between historical response and narrative in a sixth grade classroom. Theory and Research in Social Education, 14(1), 1-19.
- Levstik, L. (2000). Articulating the silences: Teachers’ and adolescents’ conceptions of historical significance. In P. Stearns, P. Sexias, & S. Wineburg (Eds.), Knowing, teaching and learning history: A national and international perspective, (pp. 284-305). New York: New York University Press
- Levstik, L., & Barton, K. (1996). “They still use some of their past;” Historical salience in elementary children’s chronological thinking. Journal of Curriculum Studies, 28, 531-576.
- Levstik, L., & Barton, K. (2001). Doing history: Investigating with children in elementary and middle Schools (2nd ed). Mahwah, NJ: Lawrence Erlbaum. Mason, C.L. (2000). Adaptation of digital resources for social studies teacher education. Reston, VA: National Technology Leadership Retreat.
- Mason, C., & Hicks, D. (2002). Digital history as rich information: Access and analysis. In A. Loveless & B. Dore (Eds.), ICT in the Primary School. Philadelphia: Open University Press
- McNeil, L.M. (1986). Contradictions of control: School structure and school knowledge. New York: Routledge.
- National Council for Accreditation of Teacher Education (1997). Technology and the new professional teacher: Preparing for the 21st century classroom. Washington, DC: Author.
- National Council for the Social Studies (1994). Expectations for excellence: Curriculum standards for social studies. Washington, DC: National Council for Social Studies.
- Newmann, F.M. (1991). Promoting higher order thinking in social studies: Overview of a study of sixteen high school departments. Theory and Research in Social Education, 19, 324-340.
- Pappas, C. (1993). Is narrative “primary”? Some insights from kindergarteners’ pretend reading of stories and information books. Journal of Reading Behaviour, 25(1), 97-129.
- Pappas, C., Keifer, B., & Levstik, L. (1999). An integrated language perspective in the elementary school: An action approach (3rd ed). New York: Longman.
- Pendry, A., Husbands, C., Arthur, A., & Davison, J. (1998). History teachers in the making: Professional learning. Philadelphia: Open University Press.
- Pew Internet Project (2002). The digital disconnect: The widening gap between internet-savvy students and their schools. Washington, DC: Author.
- Piaget, J. (1962). Judgement and reasoning in the child. London: Routledge & Kegan Paul.
- Ravitch, D., & Finn, C.E. (1987). What do our 17 year-olds know? A report on the first national assessment of history and literature. New York: Harper and Row.
- Riley, C. (1999). Evidential understanding, period knowledge and the development of literacy: A practical approach to “layer of inference.’’ Teaching History, 97, 6-12.
- Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press.
- Rosenzweig, R. (2001). The road to Xanadu: Public and private pathways on the history web. Journal of American History, 88(2), 548-579.
- Sexias, P. (1997). Mapping the terrain of historical significance. Social Education, 61(1), 22-27.
- Shemilt, D. (1980). Evaluation study: Schools council history 13-16 Project. Edinburgh, Scotland: Holmes McDougall.
- Shemilt, D. (2000). The Caliph’s coin: The currency of narrative frameworks in history teaching. In P. Stearns, P. Sexias, & S. Wineburg (Eds.), Knowing, teaching and learning history: A national and international perspective, (pp. 83-101). New York: New York University Press
- Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4-14.
- Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1-22.
- Shulman, L. (1991). Ways of seeing, ways of knowing: Ways of teaching, ways of learning about teaching. Journal of Curriculum Studies, 23(5), 393-395. U.S. Congress, Office of Technology Assessment (1995). Teachers and technology: Making the connection. Washington, DC: U.S. Government Printing Office.
- Willis, J. W., & Mehlinger, H.D. (1996). Information technology and teacher education. In J. Sikula (Ed.), Handbook of Research on Teacher Education, (pp. 978-1029). New York: Macmillan Library Reference.
- Wilson, S.M. (1991). Parades of facts, stories of the past: What do novice history teachers need to know? In M. Kennedy (Ed.), Teaching academic subjects to diverse learners, (pp. 99-116). New York: Teachers College Press. Wilson, S., Shulman, L., & Richert, A. (1987). 150 different ways of knowing: Representations of knowledge in teaching. In J. Calderhead (Ed.), Exploring teachers’ thinking, (pp. 104-24) London: Cassell.
- Wineburg, S.S., & Wilson, S. (1988). Models of wisdom in the teaching of history. Phi Delta Kappan, 70, 50-58.
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to ReferencesCited By
View References & Citations Map-
Evaluating Online Digital Historical Resources for World Civilization Studies
L. Daniele Bradshaw, University of North Carolina at Chapel Hill-Student, United States
Global Learn 2010 (May 17, 2010) pp. 3690–3693
-
Pay it Forward: Motivating Teachers to Utilize Primary Sources
Amy Good, University of North Carolina at Charlotte, United States; Scott Waring, University of Central Flroida, United States; George Lipscomb, Furman University, United States; Cheryl Franklin-Torrez, University of New Mexico, United States
Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 3894–3897
-
Using Primary Sources in Math and Science – An Examination of How Engaging, Challenging, and Effective Teachers Rate Lesson Plans
Natalie Milman, George Washington University, United States; Rhonda Clevenson, Primary Source Learning, United States
Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 3809–3812
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.