Developing Web 2.0 Tools for Support of Historical Inquiry in Social Studies

Bull, Glen; Hammond, Thomas; Ferster, Bill

doi:10.1080/07380560802367761

Cited by 18 publications

(8 citation statements)

References 3 publications

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“…Access to the Internet meant access to information in general, and primary sources in particular. The use of historical evidence has been a part of established teaching practices for a long time (Barnes, 1896), but the growth of online multimedia databases (Bull, Hammond, & Ferster, 2008), "Digital history" or sourcing, made new and other types of evidence easily available. Through the development of structured, themed "packages," digitalized photographs, films, and primary documents made their way into social studies classrooms (Bisland, 2010;Clarke & Lee, 2004).…”

Section: Social Studiesmentioning

confidence: 99%

What Does Professional Digital Competence Mean in Teacher Education?

Lund¹,

Furberg²,

Bakken³

et al. 2014

NJDL

152

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The focus of this position paper is on the conceptualization of professional digital competence (PDC) in the teaching profession and its consequences for teacher education. The aim is to establish a concept that captures, challenges, and possibilities related to teaching and learning in technology-rich settings. By using three school subjects as cases, we argue the necessity of viewing PDC as comprising a deep understanding of technology, knowledge of students' learning processes, and an understanding of the specific disciplinary practices and features characterizing individual school subjects.

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Section: Social Studiesmentioning

confidence: 99%

What Does Professional Digital Competence Mean in Teacher Education?

Lund¹,

Furberg²,

Bakken³

et al. 2014

NJDL

152

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show abstract

“…There can be many different ways of integrating technology in social studies (Heafner, 2004). Especially web 2.0 applications can be quite functional in technology integration into social studies courses (Bull et al, 2008;Holcomb & Beal, 2008). For this purpose, for example, social networks such as "Facebook, Twitter, Instagram and Youtube" (Chong, & Xie, 2011), online assessment tools such as "Plickers Kahoot, Socrative and Quiziz" (Holcomb et al, 2011;Çelik, 2020) and Infographic design applications such as "Piktochart and Canva" (Gleason & von Gillern, 2018;Akbaba et al, 2019) can be used.…”

Section: Introductionmentioning

confidence: 99%

Social Studies Teacher Candidates’ Self-Efficacy Beliefs for Technological Pedagogical Content Knowledge (TPACK)

Adalar

2021

IJELS

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This study aims at examining social studies teacher candidates’ self-efficacy beliefs for technological pedagogical content knowledge through multiple variables and presenting new perspectives for researchers and practitioners. A causal-comparative research design was adopted for this study. Among non-random sampling methods, convenience sampling was used to select participants. The sample of the study consists of 349 3rd and 4th year college students (teacher candidates) studying at three state universities in Turkey’s Central Anatolia Region in the 2018–2019 academic year. The Technological Pedagogical Content Knowledge (TPACK) scale was used for collecting data in this study. T-test and one-way analysis of variance (ANOVA) was employed to analyze data. According to the obtained results, the social studies teacher candidates’ self-efficacy beliefs for technological pedagogical content knowledge can be considered above average. No significant differences were found between participants’ self-efficacy beliefs for TPACK and some independent variables such as gender, year in college, GPA score, personal computer ownership, and Instructional Technology and Material Development course score. On the other hand, it was determined that perceived technology competency and the use of content sharing platforms for professional purposes were important predictors for social studies teacher candidates’ self-efficacy beliefs about TPACK.

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“…As technology becomes more pervasive, the challenge for teachers to integrate technology into instruction is no longer based on the viability of technology-based learning but is shifted to a decision about when to use the technology and how to use it for more effective educational experiences (Neal & Miller, 2006). Recently, innovative webbased technologies and social networking tools (also called Web 2.0 tools) are applied to different teaching contexts by building student-teacher learning communities, sharing educational resources, and enhancing mutual communications that promote constructivist-based collaborative learning approaches (Bull, Hammond & Ferster, 2008;Purdy, 2010). With such approaches, students act as active learners to seek relevant resources, build cognitive artifacts, exchange information and feedback, and complete the assigned tasks collaboratively.…”

mentioning

confidence: 99%

Examining preservice teachers' perceived knowledge of TPACK and cyberwellness through structural equation modeling

Chai

Koh

et al. 2012

AJET

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This study examined outcomes from an information and communication technology (ICT) course designed on the basis of the meaningful learning framework and general cyberwellness issues. It also examined the relationships among Singaporean preservice teachers' perceptions of the constructs pertaining to technological pedagogical content knowledge (TPACK), and their perceived ability to integrate cyberwellness knowledge when designing web-related learning. Two questionnaires were administered to 668 and 628 preservice teachers before and after the ICT course to elicit the relationships. Five TPACK knowledge constructs (PK, CK, Web 2.0-related TK, TPK, TPACK) and the teachers' cyberwellness knowledge were identified from factor analysis results. The pre-post course surveys indicate that the preservice teachers perceived strong gain in 5 out 6 constructs measured. Additionally, the structural equation model analysis revealed that cyberwellness knowledge contributes significantly to TPK and TPACK, based on the preservice teachers' perception. As such, the study argues that the preservice teachers' confidence to integrate their cyberwellness knowledge into their teaching may play an important role in influencing how they plan and design web-based learning. Cyberwellness knowledge may be an important knowledge component to foster when considering the future development of teachers' TPACK for web-based learning. IntroductionWith the explosion of new advances in information technology and digital devices, the impact of technology changes the way that teaching and learning takes place. As technology becomes more pervasive, the challenge for teachers to integrate technology into instruction is no longer based on the viability of technology-based learning but is shifted to a decision about when to use the technology and how to use it for more effective educational experiences (Neal & Miller, 2006). Recently, innovative webbased technologies and social networking tools (also called Web 2.0 tools) are applied to different teaching contexts by building student-teacher learning communities, sharing educational resources, and enhancing mutual communications that promote constructivist-based collaborative learning approaches (Bull, Hammond & Ferster, 2008;Purdy, 2010). With such approaches, students act as active learners to seek relevant resources, build cognitive artifacts, exchange information and feedback, and complete the assigned tasks collaboratively. The adoption of web-based technologies in academic learning creates an innovative learning environment and establishes Chai, Koh, Ho and Tsai 1001 connection to students' life. Consequently, teacher preparation and development program should investigate how to design effective courses to assist teachers in acquiring knowledge to capitalise upon these affordances in their teaching practices (Ajjan & Hartshorne, 2008).While the web-based technologies provide more efficient access for collaborative pedagogy and have extended tremendous opportunities for learners to enrich the...

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Developing Web 2.0 Tools for Support of Historical Inquiry in Social Studies

Cited by 18 publications

References 3 publications

What Does Professional Digital Competence Mean in Teacher Education?

What Does Professional Digital Competence Mean in Teacher Education?

Social Studies Teacher Candidates’ Self-Efficacy Beliefs for Technological Pedagogical Content Knowledge (TPACK)

Examining preservice teachers' perceived knowledge of TPACK and cyberwellness through structural equation modeling

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