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Author=Peter Doolittle

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DIGITAL LIBRARIES: THE CATALYST TO TRANSFORM TEACHER EDUCATION
AACE Journal (AACEJ) 12:2 , April 2004

Cheryl Mason Bolick, University of North Carolina, USA; David Hicks, Virginia Tech, USA; John Lee, Georgia State University, USA; Philip Molebash, San Diego State University, USA; Peter Doolittle, Virginia Tech, USA

Digital libraries are changing the way academic disciplines within universities are conceptualized. The nation’ s scholars are investing their careers and millions of dollars to use technology to rethink the nature of their disciplines. These...

Using Multimedia to Prepare Preservice Social Studies Teachers for the Teaching of Historical Inquiry
Society for Information Technology & Teacher Education International Conference (SITE) 2004:1 , 2004

David Hicks, Peter Doolittle & E. Thomas Ewing, Virginia Tech, USA

The purpose of this paper is to detail the collaborative efforts currently underway to prepare social studies teachers to learn to teach historical inquiry through using a multimedia tutorial. The paper discusses (a) the current state of teaching...

Qualitative meta-analysis for social justice: The creation of an on-line diversity resources database
Society for Information Technology & Teacher Education International Conference (SITE) 2004:1 , 2004

Ann Potts, Virginia Polytechnic Institute and State University, USA; Megan Boler, Virginia Polytechnic Institute and State University/University of Toronto, USA; David Hicks, Peter Doolittle, Susan Ariew, Cecile Cachaper, Kathleen Carico & Robert Prickett, Virginia Polytechnic Institute and State University, USA

This paper describes the creation of an online diversity resources database using methods borrowed from meta-ethnography. The primary aim of this database, known as the Diversity Resources Database at Virginia Tech, is to provide print, media, and...

Information Technology, Constructivism, and Social Studies Teacher Education
Society for Information Technology & Teacher Education International Conference (SITE) 2002:1 , 2002

David Hicks, Virginia Polytechnic Institute and State University, USA; Peter Doolittle, Virginia Tech, USA; John Lee, Georgia State University, USA

Many social studies educators have argued that preparing students for the responsibility of the office of citizen, in terms of developing the knowledge, skills and dispositions necessary for informed deliberation, active decision making and civic...

The Diversity Resource Center Database: Utilizing technology in education to create social equality.
Society for Information Technology & Teacher Education International Conference (SITE) 2003:1 , 2003

David Hicks, Megan Boler, Ann Potts, Cecile Cachaper, Lisa Tabor & Peter Doolittle, Virginia Tech, USA

This brief paper focuses on the development of a Diversity Resource Center (DRC) database by faculty in the Department of Teaching and Learning at Virginia Tech. The Diversity Resources Center database contributes a unique resource that seamlessly...

Digital Historical Inquiry Project
Society for Information Technology & Teacher Education International Conference (SITE) 2003:1 , 2003

Peter Doolittle, Virginia Tech, USA; Philip Molebash, San Diego State University, USA; John Lee, Georgia State Univesity, USA; David Hicks, Virginia Tech, USA; Cheryl Bolick, University of North Carolina, USA

The Digital Historical Inquiry Project is an effort to create and grow a consortium of schools and colleges of education interested in promoting historical inquiry in the preparation of pre-service social studies teachers. The Consortium will...

Multimedia, Historical Inquiry and Preservice Teacher Education: Fostering a Networked Collaboration to Facilitate Wise Practices in 21st Century Social Studies Classrooms, Part 1
Society for Information Technology & Teacher Education International Conference (SITE) 2005:1 , 2005

Philip Molebash, San Diego State University, USA; David Hicks, Peter Doolittle & Thomas Ewing, Virginia Polytechnic Insitute and State University, USA; John Lee, Georgia State University, USA; Cheryl Bolick, University of North Carolina Chapel Hill, USA; Mark Hofer, Towson State University, USA; Kathy Swan, University of Kentucky, USA

It is assumed that when used effectively technology can improve the preparation of social studies teachers and improve student performance. The central issue is not the quantity of the focus on technology, but rather the quality. In our enthusiasm,...

Multimedia, Historical Inquiry and Preservice Teacher Education: Fostering a Networked Collaboration to Facilitate Wise Practices in 21st Century Social Studies Classrooms, Part 2
Society for Information Technology & Teacher Education International Conference (SITE) 2005:1 , 2005

Philip Molebash Molebash, San Diego State University, USA; David Hicks, Peter Doolittle & Thomas Ewing, Virginia Polytechnic Insitute and State University, USA; John Lee, Georgia State University, USA; Cheryl Bolick, University of North Carolina Chapel Hill, USA; Mark Hofer, Towson State University, USA; Kathy Swan, University of Kentucky, USA

It is assumed that when used effectively technology can improve the preparation of social studies teachers and improve student performance. The central issue is not the quantity of the focus on technology, but rather the quality. In our enthusiasm,...

Scaffolding the teaching of history using Internet technologies.
Society for Information Technology & Teacher Education International Conference (SITE) 2005:1 , 2005

David Hicks, Peter Doolittle, E. Thomas Ewing, Tom Snediker & Aaron Powell, Virginia Tech, USA

This roundtable is designed to share and demonstrate the potential of multimedia technologies to prepare teachers and students for historical inquiry. The multimedia historical inquiry tutorial leverages current research on historical thinking and...

Theory to Practice: From Pod casting to Wiki’s - Exploring the Potential of Current and Emerging Technologies in 21st Century Classrooms.
Society for Information Technology & Teacher Education International Conference (SITE) 2006:1 , Mar 19, 2006

David Hicks, Peter Doolittle & Michael Evans, Virginia Tech, USA; Adam Friedman, University of North Carolina at Charlotte, USA; Tom Snediker, Virginia Tech, USA; John Lee, Georgia State University, USA; Ken Potter, Virginia Tech, USA

This session is designed to explore visions of the possible with regard to current and emerging technologies' potential in 21st century classrooms. The guiding question at the heart of this paper is: how can teacher educators identify, model and...

Teaching Teachers to Use Digital Primary Source Materials in Social Studies: A Symposium, Part 1
Society for Information Technology & Teacher Education International Conference (SITE) 2006:1 , Mar 19, 2006

Cheryl Franklin, Boise State University, USA; Cheryl Bolick, University of North Carolina, Chapel Hill, USA; John Lee, Georgia State University, USA; Adam Friedman, University of North Carolina, Charlotte, USA; Philip Molebash, University of Utah, USA; David Hicks, Virginia Tech, USA; Scott Waring, University of Central Florida, USA; Peter Doolittle & Tom Snediker, Virginia Tech, USA

Digital primary source materials have developed a significant place in K-12 and preservice social studies classrooms over the past decade. This access and availability has impacted K-12 curriculum and pedagogy (ISTE, 2000, 2002). Increasingly,...

Teaching Teachers to Use Digital Primary Source Materials in Social Studies: A Symposium, Part 2
Society for Information Technology & Teacher Education International Conference (SITE) 2006:1 , Mar 19, 2006

Cheryl Franklin, Boise State University, USA; Cheryl Bolick, University of North Carolina, Chapel Hill, USA; John Lee, Georgia State University, USA; Adam Friedman, University of North Carolina, Charlotte, USA; Philip Molebash, University of Utah, USA; David Hicks, Virginia Tech, USA; Scott Waring, University of Central Florida, USA; Peter Doolittle & Tom Snediker, Virginia Tech, USA

Digital primary source materials have developed a significant place in K-12 and preservice social studies classrooms over the past decade. This access and availability has impacted K-12 curriculum and pedagogy (ISTE, 2000, 2002). Increasingly,...

Digital History in Social Studies Teacher Education: Practices, Promises and Provisos, Part 1
Society for Information Technology & Teacher Education International Conference (SITE) 2006:1 , Mar 19, 2006

Meghan McGlinn, University of North Carolina - Chapel Hill, USA; Thomas Hammond, University of Virginia, USA; Adam Friedman, University of North Carolina - Charlotte, USA; Cheryl Mason Bolick, University of North Carolina - Chapel Hill, USA; Glen Bull & Bill Ferster, University of Virginia, USA; David Hicks, Virginia Polytechnic Institute and State University, USA; John Lee & Brendan Calandra, Georgia State University, USA; Peter Doolittle & Tom Ewing, Virginia Polytechnic Institute and State University, USA

This symposium will define digital history as the "study of the past using a variety of electronically reproduced primary source texts, images, and artifacts, as well as the constructed historical narratives, accounts, or presentations that result...

Working Memory Capacity and Mobile Multimedia Learning Environments: Individual Differences in Learning While Mobile
Journal of Educational Multimedia and Hypermedia (JEMH) 17:4 , October 2008

Peter E. Doolittle & Gina J. Mariano, Virginia Tech, USA

The present study examined the effects of individual differences in working memory capacity (WMC) on learning from an historical inquiry multimedia tutorial in stationary versus mobile learning environments using a portable digital media player (i.e....

The Effects of Segmentation and Personalization on Superficial and Comprehensive Strategy Instruction in Multimedia Learning Environments
Journal of Educational Multimedia and Hypermedia (JEMH) 19:2 , April 2010

Peter Doolittle, Virginia Tech, USA

Short, cause-and-effect instructional multimedia tutorials that provide learner control of instructional pace (segmentation) and verbal representations of content in a conversational tone (personalization) have been demonstrated to benefit problem...

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