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Digital History in Social Studies Teacher Education: Practices, Promises and Provisos, Part 1 PROCEEDINGS

, University of North Carolina - Chapel Hill, United States ; , University of Virginia, United States ; , University of North Carolina - Charlotte, United States ; , University of North Carolina - Chapel Hill, United States ; , , University of Virginia, United States ; , Virginia Polytechnic Institute and State University, United States ; , , Georgia State University, United States ; , , Virginia Polytechnic Institute and State University, United States

Society for Information Technology & Teacher Education International Conference, in Orlando, Florida, USA ISBN 978-1-880094-58-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

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 from digital historical inquiry" (Lee 2000 p. 504). The speakers will offer a framework for the integration of digital history into social studies teaching and learning based on constructivist learning theory. They will also provide examples of various current iterations of digital history and explore its continued development in social studies teacher education.

Citation

McGlinn, M., Hammond, T., Friedman, A., Bolick, C.M., Bull, G., Ferster, B., Hicks, D., Lee, J., Calandra, B., Doolittle, P. & Ewing, T. (2006). Digital History in Social Studies Teacher Education: Practices, Promises and Provisos, Part 1. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2006 (pp. 4134-4147). Chesapeake, VA: AACE.

Keywords


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