Digital Historical Inquiry Project
Peter Doolittle, Virginia Tech, United States ; Philip Molebash, San Diego State University, United States ; John Lee, Georgia State University, United States ; David Hicks, Virginia Tech, United States ; Cheryl Bolick, University of North Carolina, United States
Society for Information Technology & Teacher Education International Conference, in Albuquerque, New Mexico, USA ISBN 978-1-880094-47-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
The Digital Historical Inquiry Project is an effort to create and grow a consortium of schools and colleges of education interested in promoting historical inquiry in the preparation of pre-service social studies teachers. The Consortium will produce innovative programs of study that will allow pre-service and in-service social studies teachers to learn the methods of digital historical inquiry and implement those methods in their teaching experiences. Digital historical inquiry means taking full advantage of current and emerging technologies to support conceptualizations of learning history that stress developing inquiry, perspective taking and meaning making over the current transmission textbook-driven model. This project includes a model for broad dissemination and sustainability of specific pedagogical strategies for transforming social studies pre-service and in-service teacher education in schools and colleges of education across the country.
Doolittle, P., Molebash, P., Lee, J., Hicks, D. & Bolick, C. (2003). Digital Historical Inquiry Project. In C. Crawford, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2003--Society for Information Technology & Teacher Education International Conference (pp. 3155-3158). Albuquerque, New Mexico, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 18, 2019 from https://www.learntechlib.org/primary/p/18657/.
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