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Pre-Service Teachers’ Perspectives on Learning to Teach Social Studies in a Technology-Rich Pedagogy Course

Pre-Service Teachers’ Perspectives on Learning to Teach Social Studies in a Technology-Rich Pedagogy Course
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Author(s): Susan Gibson (University of Alberta, Canada)
Copyright: 2012
Pages: 15
Source title: Developing Technology-Rich Teacher Education Programs: Key Issues
Source Author(s)/Editor(s): Drew Polly (University of North Carolina at Charlotte, USA), Clif Mims (University of Memphis, USA)and Kay A. Persichitte (University of Wyoming, USA)
DOI: 10.4018/978-1-4666-0014-0.ch025

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Abstract

Preparing new teachers for teaching with technology is a multi-faceted process. The study reported in this chapter examined the impact that immersion in two technology-enriched, pre-service social studies pedagogy courses had on the way beginning teachers approached technology use in their teaching of social studies. The study took place over two years and tracked education students through their social studies pedagogy course experiences and their practice teaching as part of their teacher preparation program then into their first year of teaching. The findings identified that the pre-service pedagogy courses did assist in increasing the education students’ understanding of a variety of ways to approach the use of various technology tools as well as their willingness to use them in their teaching. However, the results also point to the importance of pre-service teachers’ developing a positive attitude and a willingness to take risks with technology; of all instructors being prepared to infuse technology use in their classes in ways that fit with what is current in the schools; and of schools and mentor teachers encouraging, supporting, and modeling best practice with technology.

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