You are here:

Social Studies Teachers Interactions with a Second Generation of Educative Curriculum Materials Designed to Promote Professional Teaching Knowledge
PROCEEDINGS

, University of North Carolina Wilmington, United States

Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper advances a continuing line of research investigating Educative Curriculum Materials (ECMs) designed to help social studies teachers envision a more robust professional teaching knowledge. This inquiry into a second generation of technology-enhanced ECMs consists of a course-long design experiment. Our findings suggest that redesigned ECMs may better help teachers develop content knowledge, become more reflective, and promote more higher-ordered thinking in their classrooms. However, our results also emphasize that the familiarity of both planning materials and the instructional planning task presents an obstacle to the goal of helping teachers re-envision their craft.

Citation

Callahan, C. (2013). Social Studies Teachers Interactions with a Second Generation of Educative Curriculum Materials Designed to Promote Professional Teaching Knowledge. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 4945-4952). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved January 19, 2020 from .