A Staff Development Model for Infusing Technology into the Social Studies Curriculum
PROCEEDINGS
Susan Cramer, Stephen Rose, Henry Winterfeldt
American Educational Research Association Annual Meeting,
Abstract
This paper describes a cyclical staff development program designed to help teachers, specifically social studies teachers, gain expertise with technology and learn how it can be infused into their classrooms. The cyclical staff development program has three complementary components: (1) skill development; (2)focus on instruction; and (3) material development/individual consultation time. The cycle may be navigated during a single workshop, a month long series of sessions outside school hours, and in several workshops over the school year. The skill development sessions may be divided into introductory, intermediate, and expert-level sessions as needed. The focus on instruction sessions helps teachers begin to design and organize instruction that promotes engaged learning and fosters critical thinking while using technology as support. The third component gives teachers time to develop instructional materials while experts are available for individual consultation. (SLD)
Citation
Cramer, S., Rose, S. & Winterfeldt, H. (1999). A Staff Development Model for Infusing Technology into the Social Studies Curriculum. Presented at American Educational Research Association Annual Meeting 1999. Retrieved May 25, 2022 from https://www.learntechlib.org/p/90071/.

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Keywords
Cited By
View References & Citations Map-
Technology Integration Expertise in Middle School Social Studies Teachers: A Study of Multiplicity in Thinking and Practice
Judy Lambert, North Carolina State University, United States
Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 2365–2370
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