Hypergroups for Social Studies Teachers: A Critical Issues Dialog for Technology Integration
PROCEEDINGS
Cameron White, University of Houston, United States
Society for Information Technology & Teacher Education International Conference, ISBN 978-1-880094-37-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
This paper provides a case study of the use of online discussion in the social studies program area at the University of Houston. Online discussion was integrated as a tool for reflection, continued dialog, and to facilitate the development of a community of learners. The goal is to model a constructivist focus for transforming social education to include powerful approaches that are meaningful, integrative, value-based, challenging, and active.
Citation
White, C. (2000). Hypergroups for Social Studies Teachers: A Critical Issues Dialog for Technology Integration. In D. Willis, J. Price & J. Willis (Eds.), Proceedings of SITE 2000--Society for Information Technology & Teacher Education International Conference (pp. 2021-2027). Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 27, 2024 from https://www.learntechlib.org/primary/p/15926/.
Keywords
References
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Collaborating Across the Miles: Telecollaboration in a Social Studies Methods Course
Amy J. Good, Katherine A. O'Connor & H. Carol Greene, East Carolina University, United States; Eric F. Luce, University of Southern Mississippi, United States
Contemporary Issues in Technology and Teacher Education Vol. 5, No. 3 (2005) pp. 300–317
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