Ten Ways to Integrate Technology into Middle School Social Studies

Braun, Joseph A.

doi:10.1080/00098659909599423

Cited by 12 publications

(8 citation statements)

References 2 publications

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“…Likewise, it can be argued that among the existing curriculums, the social studies curriculum is the most suitable one to provide students with the knowledge of digital citizenship and its sub-dimensions since its primary aim is to educate active, effective, participatory, democratic, and social citizens (Görmez, 2017). The use of technology in social studies is the most meaningful structural method that can be used to meet the needs of students and increase their interest in the lesson (Braun, 1999). There can be many different ways of integrating technology in social studies (Heafner, 2004).…”

Section: Introductionmentioning

confidence: 99%

Social Studies Teacher Candidates’ Self-Efficacy Beliefs for Technological Pedagogical Content Knowledge (TPACK)

Adalar

2021

IJELS

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This study aims at examining social studies teacher candidates’ self-efficacy beliefs for technological pedagogical content knowledge through multiple variables and presenting new perspectives for researchers and practitioners. A causal-comparative research design was adopted for this study. Among non-random sampling methods, convenience sampling was used to select participants. The sample of the study consists of 349 3rd and 4th year college students (teacher candidates) studying at three state universities in Turkey’s Central Anatolia Region in the 2018–2019 academic year. The Technological Pedagogical Content Knowledge (TPACK) scale was used for collecting data in this study. T-test and one-way analysis of variance (ANOVA) was employed to analyze data. According to the obtained results, the social studies teacher candidates’ self-efficacy beliefs for technological pedagogical content knowledge can be considered above average. No significant differences were found between participants’ self-efficacy beliefs for TPACK and some independent variables such as gender, year in college, GPA score, personal computer ownership, and Instructional Technology and Material Development course score. On the other hand, it was determined that perceived technology competency and the use of content sharing platforms for professional purposes were important predictors for social studies teacher candidates’ self-efficacy beliefs about TPACK.

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Section: Introductionmentioning

confidence: 99%

Social Studies Teacher Candidates’ Self-Efficacy Beliefs for Technological Pedagogical Content Knowledge (TPACK)

Adalar

2021

IJELS

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“…Bu durum sosyal bilgiler öğretmenleri için de bir sorun oluşturmaktadır. Çünkü sosyal bilgiler öğretim sürecinin kalite ve anlamlılığını belirleyecek, sorunların üstesinden gelecek olan unsur yine sosyal bilgiler öğretmenlerinin kendileri olacaktır (Braun, 1999). Teknolojinin sosyal bilgilerle bütünleştirilmesi hem çağın gereği hem öğrenci ihtiyacı hem de sosyal bilgiler öğretim programının bir gereği olmuştur.…”

Section: 2sosyal Bilgiler öğRetimi Kapsamında Bilgi Ve İletişim Teknolojileri (Bi̇t) Ve Web 20 Araçlarının Kullanımıunclassified

Di̇ji̇tal Çağda Sosyal Bi̇lgi̇ler Öğretmeni̇ Yeti̇şti̇rme: Bi̇r Eylem Araştirmasi

Çelik

2020

Pamukkale University Journal of Social Sciences Institute

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Bu çalışma sosyal bilgiler öğretmen adaylarının Bilgi ve İletişim Teknolojileri (BİT) ve web 2.0 teknolojilerini sosyal bilgiler dersine entegre edebilmesini amaçlamaktadır. Araştırma Kilis 7 Aralık Üniversitesi Muallim Rıfat Eğitim Fakültesi Sosyal Bilgiler Öğretmenliğinde öğrenim gören 31 öğretmen adayıyla gerçekleştirilmiştir. Araştırmada eylem araştırması modeli kullanılmıştır. Veri analizinde ise betimsel analiz yöntemine yer verilmiştir. Araştırmanın veri toplama araçları yarı yapılandırılmış formlardan oluşmaktadır. Eylem araştırmasının sonucunda öğretmen adaylarının büyük bir kısmının tüm uygulamalar hakkında bilgi ve beceri sahibi oldukları sonucuna ulaşılmıştır. En fazla öğretmen adayı tarafından öğrenilen ve sosyal bilgiler dersine entegre edilebilen uygulamalar Quizizz, Powtoon, Powerpoint, Mowi maker, Google Classroom, Toondoo, Classdojo, Canva, Flippquiz iken; en az sayıda öğretmen adayı tarafından öğrenilen uygulamanın WebQuest, AppInventor ve Pixten şeklindeki uygulamalar olduğu tespit edilmiştir. Ayrıca öğretmen adaylarının bu konudaki bilgi ve becerileri süreçte ürettikleri dijital ürünlere de yansımıştır. Sonuç olarak eylem araştırmasının amacına başarı ile ulaştığı söylenebilir. Bu sonuçtan hareketle öğretmen yetiştirme sürecinde öğretmen adaylarına dijital yetkinlikleri alanları ile bütünleştirmesi sürecinin uygulamalı bir şekilde kazandırılması önerilmektedir.

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“…Through letters, census records, diaries, and other primary sources, students gain a more realistic view of how common people at the time viewed the con ict. Braun (1999) looks at some speci c ways technology can be used in middle school classrooms, including learning search techniques, undertaking simulations such as Oregon Trail, and creating databases. He believes that the use of such methods will dramatically change middle school social studies classrooms from the textbook and fact driven places they have been to places where students will construct much of their own learning.…”

Section: Technology and The Webquestmentioning

confidence: 99%

Eighth Graders' Impressions of the Civil War: using technology in the history classroom

Lipscomb¹

2002

Education, Communication & Information

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While many educators have praised the growth of technology in the history classroom, there is still contradictor y evidence as to its ability to help strengthen students' historical understanding . One of the most dif cult components of historical understandin g for young people to achieve is historical empathy. For this study, conception of empathy as a four step process helped provide a lens by which to view students' impressions of the Civil War. This study attempted to determine if technology , particularly through the use of an activity known as the WebQuest, could lead students to a strong level of historical understanding . Two classes of eighth grade students completed the WebQuest 'Civil War Personal Journal,' and took on various roles of people living during this con ict. Students worked cooperatively to complete journals before, during, and after the Civil War. Despite student appreciation of the WebQuest structure in the classroom and a general positive attitude toward the technology used, results show a wide range of comprehension and understandin g of the assigned roles. This article presents four categories to illustrat e different types of historical understandin g and offers reasons why some students were not able to achieve the levels of empathy desired by the WebQuest. Suggestion s for improving historical understandin g with technology in the classroom are also proposed.

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Ten Ways to Integrate Technology into Middle School Social Studies

Cited by 12 publications

References 2 publications

Social Studies Teacher Candidates’ Self-Efficacy Beliefs for Technological Pedagogical Content Knowledge (TPACK)

Social Studies Teacher Candidates’ Self-Efficacy Beliefs for Technological Pedagogical Content Knowledge (TPACK)

Di̇ji̇tal Çağda Sosyal Bi̇lgi̇ler Öğretmeni̇ Yeti̇şti̇rme: Bi̇r Eylem Araştirmasi

Eighth Graders' Impressions of the Civil War: using technology in the history classroom

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