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Intercollegiate Collaboration: Connecting Social Studies Preservice Teachers at Two Universities
ARTICLE

, University of North Carolina Wilmington, United States ; , University of Akron, United States

CITE Journal Volume 12, Number 3, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

This qualitative case study explored the collaboration between students in two social studies methods courses at different universities. The authors used technology to connect preservice teachers from teacher education programs that differ in terms of geography, size, and type of university. Using archived data from the courses, the authors found that the intercollegiate collaboration enhanced the students’ methods experience by expanding learning opportunities through communities of social studies practice. Specifically, students had overall positive perceptions of the value of the collaboration, learned new teaching strategies and educational technologies, and also learned from multiple social studies methods instructors. The implications of these findings for social studies methods instructors and students, particularly at small colleges/universities are discussed. The paper includes identification of obstacles to implementation and recommended future lines of research in using technology for intercollegiate collaboration in social studies teacher education.

Citation

Hilburn, J. & Maguth, B. (2012). Intercollegiate Collaboration: Connecting Social Studies Preservice Teachers at Two Universities. Contemporary Issues in Technology and Teacher Education, 12(3), 308-327. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved March 19, 2019 from .

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Cited By

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    Amy L. Damrow, Kent State University at Stark, United States; Jacquelyn S. Sweeney, Bowie State University, United States

    Teaching and Teacher Education: An International Journal of Research and Studies Vol. 80, No. 1 (April 2019) pp. 255–265

  2. Rethinking Clinical Experiences for Social Studies Teacher Education

    Tina Heafner, University of North Carolina at Charlotte, United States; Michelle Plaisance, Greensboro College, United States

    Contemporary Issues in Technology and Teacher Education Vol. 16, No. 4 (December 2016) pp. 452–494

  3. A Year of Reflection: The More Things Change

    Mark Pearcy, Rider University, United States

    Contemporary Issues in Technology and Teacher Education Vol. 13, No. 4 (December 2013) pp. 360–385

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