Teachers and digital historical resources: Seeing the forest and the trees

New Search

Print Abstract

E-mail Abstract

Full Text

Save to My Collections

Export Citation

Lee, J. & Molebash, P. (2006). Teachers and digital historical resources: Seeing the forest and the trees. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2006 (pp. 4128-4129). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/22750.

• Share:
• 
• 
• 
• 
• 
• 
• 

Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2006
Orlando, Florida, USA
March 19, 2006
ISBN 1-880094-58-4
  Caroline M. Crawford, Roger Carlsen, Karen McFerrin, Jerry Price, Roberta Weber & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Authors

John Lee, Georgia State Univeristy, United States; Philip Molebash, University of Utah, United States

Abstract

The amount of information on the Web has in recent years exploded. With this expanding universe of information, how do teachers make effective use of available educational resources? This question drives our research. In this exploratory study, we are working with pre-service teachers to develop robust strategies for locating primary historical materials. We are collecting and analyzing data on pre-service teachers' interactions with the American Memory website from the U. S. Library of Congress on subject specific pedagogical assignments. We present emergent strategies for locating subject specific historical material on the Web (specifically on American Memory) as well as existing strategies that we are using with our pre-service social studies education students involving the contextualization, delimitation, and manipulation of digital resources. Our findings may enable teachers and teacher educators to more effectively find and utilize primary historical resources on the Web.

Keywords

• Library
• Teachers
• Social Studies

Also Read

• Web-Based Digital Archives: Supporting Student-Centered Learning
• Differentiating TPACK Development: Using Learning Activity Types with Inservice and Preservice Teachers
• Examining Teachers’ Enactment of Technological Pedagogical and Content Knowledge (TPACK) in their Mathematics Teaching after Technology Integration Professional Development
• Connecting Theory and Practice Through Design-Based Research: Applying Universal Design for Learning Principles to Multimedia Presentations
• TPACK Research with Inservice Teachers: Where’s the TCK?
• The Historical Scene Investigation (HSI) Project: Facilitating Historical Thinking with Web-Based, Digital Primary Source Documents
• Change in Technology Integration Model: Does the Current Model Work for Preservice Teachers?
• Redesigning an Introductory Educational Technology Course to Maximize Student Learning
• Addressing the NETS*S in K-12 Classrooms: Implications for Teacher Education
• Key Design Factors in Durable Instructional Technology Professional Development

Tags