Search results for author:"Meghan McGlinn"
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Using digital primary sources in the social studies: A case study of teacher integration of DocSouth resources
Contemporary Issues in Technology and Teacher Education Vol. 7, No. 1 (March 2007) pp. 529–553
Two current themes in social studies education - the inclusion of technology and the emphasis on "doing history" - intersect with the use of Web-based or digital primary sources in the classroom. Digital libraries make these resources available to...
Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 4833–4839
WebQuests are a promising and popular approach to tapping the potential of the Internet in teaching social studies. Structured as Web-based, group-inquiry projects, WebQuests are designed to promote students' in-depth understanding and critical...
Authentic Intellectual Work on School Desegregation: The Digital History of Massive Resistance in Norfolk, Virginia
Social Education Vol. 73, No. 3 (April 2009) pp. 131–135
This year marks the fiftieth anniversary of the integration of Norfolk Public Schools. On February 2, 1959, the "Norfolk 17" integrated the formerly all-white public middle and high schools in Norfolk, Virginia. Less known than their counterparts in ...
Digital historical narratives and the social studies curriculum: Student outcomes in Virginia classrooms using PrimaryAccess
Society for Information Technology & Teacher Education International Conference 2007 (Mar 26, 2007) pp. 3546–3548
In 2006-2007, a cohort of Virginia teachers integrated PrimaryAccess, an online digital video editor, into their social studies classroom instruction. A qualitative case study was conducted with participating teachers and their students to determine ...
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 2112–2117
This brief paper explores intersections between technology integration in teacher education and recent trends in the field of Information Technology (IT). According to Bransford et al, (2001), "The challenge for education is to design technologies...
Creative Synthesis and TPACK: Supporting Teachers Through a Technology and Inquiry-Rich Graduate Degree Program
Contemporary Issues in Technology and Teacher Education Vol. 13, No. 4 (December 2013) pp. 386–418
This study offers a new way to assess TPACK within the context of a graduate program revitalized to focus on new literacies. Whereas previous studies have focused on teacher lesson planning or modeling best practices, our research examines TPACK by...
"You Have to Know the Past to (Blog) the Present": Using an Educational Blog to Engage Students in U.S. History
Computers in the Schools Vol. 29, No. 1 (January 2009) pp. 118–134
In this study the authors investigate whether a whole-class educational blog could facilitate culturally relevant instruction and authentic intellectual work in U.S. history. Qualitative data were collected and analyzed that included student...
Social Education Vol. 68, No. 3 (Apr 01, 2004)
Teachers most interested in a constructivist approach to historical instruction often use new technology to provide realistic, inquiry-based learning situations for their students. Recent research in social studies learning has de-emphasized student ...
Social Education Vol. 75, No. 2 (2011) pp. 102–106
Digital history refers to "the study of the past using a variety of electronically reproduced primary source texts, images, and artifacts as well as the constructed narratives, accounts, or presentations that result from digital historical inquiry." ...
Journal of Research on Technology in Education Vol. 41, No. 2 (2008) pp. 223–245
This article describes qualitative case studies of two teachers who integrated student-created digital documentaries into their social studies classrooms. Thornton's (2001a) concept of the teacher as curricular gatekeeper and Mishra and Koehler's (...
Social Studies Vol. 99, No. 6 (2008) pp. 260–264
The continued prominence of genocide and Holocaust education, along with the movement toward the affective in social studies curricula, the advent of the Internet, and continued scholarship in the field, has led to the availability of a staggering...
Social Education Vol. 74, No. 2 (2010) pp. 111–113
Social studies teachers assess their students in a number of ways. Among these are formative assessments, authentic assessments, and summative low-level multiple-choice tests. Working with two classrooms of low-achieving U.S. history students, the...
Social Education Vol. 76, No. 2 (2012) pp. 88–91
The release of Apple's iPad was met with great enthusiasm by educators and schools. Yet, if this new technology is retrofitted to traditional teaching activities its full potential will go unrealized. The presence of iPads alone will not generate...
Meghan McGlinn; Thomas Hammond; Adam Friedman; Cheryl Mason Bolick; Glen Bull; Bill Ferster; David Hicks; John Lee; Brendan Calandra; Peter Doolittle; Tom Ewing
Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) pp. 4134–4147
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...
Topics: Social Studies