The Influence of Computer Use on Pre-service Teachers' Pedagogical Content Knowledge in Social Studies
Margaret Crocco, Teachers College, Columbia University, United States ; Stephen Thornton, University of South Florida, United States ; Thomas Chandler, Teachers College, Columbia 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
This paper reports on two years' research into the effects of computer use on the pedagogical content knowledge of pre-service social studies students. Over the last five years, the pre-service master's degree program described here has infused technology throughout its required and elective courses. Through extensive modeling of the use of computers in teaching social studies by teacher educators and course requirements designed for project-based learning using computers, the program intended to shift students' thinking away from traditional approaches to constructivist approaches of teaching social studies. Over the last two years, surveys and interviews have provided data concerning the success of this effort to change students' pedagogical content knowledge, especially as related to students' level of proficiency in computer use upon entering the master's program. This paper will share research results documenting the degree of efficacy of these efforts.
Crocco, M., Thornton, S. & Chandler, T. (2006). The Influence of Computer Use on Pre-service Teachers' Pedagogical Content Knowledge in Social Studies. In C. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2006--Society for Information Technology & Teacher Education International Conference (pp. 4074-4079). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE).