
Waking the Sleeping Giant: Social Studies Teacher Educators Collaborate to Integrate Technology into Methods’ Courses
PROCEEDINGS
Cheryl Mason, University of Virginia, United States ; Marsha Alibrandi, North Carolina State University, United States ; Michael Berson, University of South Florida, United States ; Kara Dawson, University of Florida, United States ; Rich Diem, University of Texas- San Antonio, United States ; Tony Dralle, University of Virginia, United States ; David Hicks, Virginia Tech, United States ; Tim Keiper, Western Washington, University, United States ; John Lee, University of Virginia, United States
Society for Information Technology & Teacher Education International Conference, ISBN 978-1-880094-37-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
This paper presents an overview of the efforts undertaken by a collaborative group of social studies teacher educators to identify and develop appropriate models of integrating technology into social studies teacher education. The goal of the Impact Project is to facilitate and accelerate change in the nation's teacher education programs, encouraging university faculty to incorporate appropriate uses of technology in teacher preparation programs. The Impact Project promotes appropriate uses of technology in specific content areas. Specific modules and activities are described.
Citation
Mason, C., Alibrandi, M., Berson, M., Dawson, K., Diem, R., Dralle, T., Hicks, D., Keiper, T. & Lee, J. (2000). Waking the Sleeping Giant: Social Studies Teacher Educators Collaborate to Integrate Technology into Methods’ Courses. In D. Willis, J. Price & J. Willis (Eds.), Proceedings of SITE 2000--Society for Information Technology & Teacher Education International Conference (pp. 1985-1989). Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved May 25, 2022 from https://www.learntechlib.org/primary/p/15919/.
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Cited By
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Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) pp. 1760–1767
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ETHNOTECHNOGRAPHICAL STUDY: THE EFFECTS OF TECHNOLOGY INTEGRATION IN A SOCIAL STUDIES METHODS COURSE ON PRESERVICE TEACHERS.
Prince Hycy Bull, North Carolina State University, United States
Society for Information Technology & Teacher Education International Conference 2003 (2003) pp. 3100–3103
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A 2004 Perspective: Problems that affected and promoted technology integration during the practica experiences of preservice social studies teachers
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Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 4758–4763
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