Browsing by Subject "Social Studies"

Now showing 1 - 4 of 4
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    The Impact of TPACK and Teacher Technology Efficacy on Social Studies Teachers' use of Technology in the Classroom
    (2017-11) Knapp, Wendy
    THE IMPACT OF TPACK AND TEACHER TECHNOLOGY EFFICACY ON SOCIAL STUDIES TEACHERS’ USE OF TECHNOLOGY IN THE CLASSROOM Abstract Access to classroom technology and professional development does not ensure teachers will use technology in the classroom. According to Kopcha (2012) the availability of technology in classrooms has grown, yet a majority of teachers still report-using technology most frequently for non-instructional tasks such as administrative work and communication with peers. This case study research describes the experience of three teachers who participated in a TPACK focused professional development workshop designed to improve their understanding of how to effectively use technology to teach social studies and whether participation in the workshop influenced teachers’ technology efficacy and their TPACK while looking closely at why some teachers more readily adopt technology than others. The context of this study centered on teacher technology efficacy, as this is a strong indicator of behavior, (Moran & Hoy, 2001; Palak & Walls, 2009; Lee & Tsai, 2010) and the TPACK framework because it serves as a backdrop for discussion related to instructional decisions (Lee, M, & Tsai, C. 2007; Koehler & Mishra, 2009). Findings from this study suggest that participation in the workshop resulted in a positive change in behavior, improved technology self-efficacy, and increased ability to overcome obstacles and barriers associated with classroom technology integration among the participants studied. This information is useful to those engaged in the design of professional development. It further serves to inform social studies teachers on the type of professional development useful for learning how to effectively combine technology, content, and pedagogical strategies in the classroom. The testimony of these cases supports the notion that professional development that is thoughtfully designed, offers content specific materials, while modeling implementation strategies with supported guidance is effective in the influence of teacher’s use of technology in the classroom.
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    The Positive Affirmation of Peace: Education for Democratic Citizenship and Peace
    (2015-12) Glew, Scott
    Fourteen years into the “War on Terror”, students are growing up in an environment in which war is both normal and something from which they are disconnected. This paper is concerned with the problem of disengaged militarism and asks how social studies education and a positive affirmation of peace can play a role in addressing it. Focusing on the topics of democratic citizenship education and peace education, the author reviews the existing literature related to both fields and explores their relationship. Also examined in this paper are the barriers that prevent teachers from educating for democratic citizenship and peace, along with the possibilities of addressing disengaged militarism through thematic units, classroom discussion, and rethinking the way we teach about war and peace. The author also offers suggestions for further research and opportunities related to the positive affirmation of peace.
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    Teachers Navigating Change: The Implementation of Standards into One's Planning and Teaching
    (2022-08) Roux, Jonathan
    As the content knowledge of the world grows, so do the demands placed upon our educational system. These demands come from a variety of sources—local, state, national, and corporate agencies. Critical to meeting these demands are the knowledge, skills, and practices teachers need to educate today’s youth. Researchers in the area of teachers’ thinking and reflection have worked to construct a realistic portrayal of teaching, including teachers’ thinking, reflection, and planning. However, little research exists on how these three activities work together as teachers seek to implement standards-based instruction.The purpose of this qualitative study was to document the thinking and planning processes of two elementary school teachers (one from grade 4 and the other from grade 5) as they aligned Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects to their social studies teaching. Using case study methods, the study examined how the teachers planned curriculum and moved it into practice, how they understood their actions as they reflected on their practices, and how their reflections affected future planning. Interviews, observations, field notes, audio reflections, and teacher supplied artifacts were analyzed for patterns of thought and practice to offer insight into the two teachers’ thinking as each selected and aligned standards to instruction. Findings from the study revealed that educators need to understand: (1) how to read standards statements, (2) how to integrate standards across discipline areas, (3) how to develop meaningful lessons and assessments of student learning, and (4) how to foster the knowledge and skills students need to demonstrate competency. By fostering ongoing teacher learning and reflection, researchers and school leaders can contribute to the knowledgeable, meaningful, and flexible use of standards by teachers to help students learn key concepts within specific discipline areas.
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    “You Will See Yourself In This Class”: A Case Study of Rendering Absent Narratives Visible
    (2020-02) Bordwell, Daniel
    Gender and sexuality are taught in schools through explicit, implicit, and null curricula (Thornton, 2002). In social studies, this teaching reifies a problematic status quo presenting as a false binary between male-female or masculine-feminine (List, 2018) and sexuality through heteronormative lenses (Thornton, 2002, 2003; Schmidt, 2013). This creates a discourse of invisibility (Ladson-Billings, 2003) whereby students are forced to subtract (Valenzuela, 1999) part of themselves when they enter the school building or interact with the social studies curriculum. In this study, I explore a case study (Merriam, 1998; Stake, 1995) of Mr. Jones, a cis-gender straight white male social studies teacher as he teaches gender, sexuality, and other aspects of identity in two social studies courses, an elective Multicultural Perspectives course and a required U.S. History Course. Through observations, interviews, and exploring student work, I look at how he teaches about identity and contrast the two courses. My analysis is driven through queer theory to expose the problematic assumptions of binary thinking within normative culture. I find Mr. Jones to be more successful in disrupting binary thinking and challenging assumptions and values in the elective course than in the U.S. History course. However, both classes had moments where Mr. Jones challenged student thinking on the topics of gender and sexuality. I specifically explore the themes of positionality, resonance, subject/object, and relationships to unpack Mr. Jones’s teaching. This study shows what happens as one social studies teacher attempts to teach beyond the binaries and create a space where all voices can be heard and absent narratives rendered visible.