A Collaborative Model for Influencing the Technology Integration Behaviors and Dispositions of Preservice Social Studies Teachers

Abstract

Collaboration among faculty can enhance the learning experience for preservice teachers and reinforce the integral role of technology in teaching, learning, and professional development in social studies education. Organized around the Performance Profiles outlined by the National Educational Technology Standards for Teachers (NETS•T), this article details how faculty collaborate to develop and refine social studies instruction by sharing technology best practices and resources, by designing integrated activities and course assignments, and by working together to provide meaningful professional experiences for preservice teachers in both elementary and secondary programs. The authors explain how the collaborative model builds on many facets of the NETS•T and detail how new and emerging technologies are easily and effectively integrated once the culture of collaboration is established.

Additional information

Notes on contributors

Raymond Jones

Raymond C. Jones is an assistant professor and Director of Secondary Social Studies Education at Wake Forest University, Winston-Salem, North Carolina. A former middle and high school teacher, Raymond’s research and writing agenda focuses on issues of reading and comprehension, strategic instruction, and formative evaluation of learner-centered teaching.

Ann Cunningham

Ann Cunningham is currently an associate professor in the Department of Education at Wake Forest University, Winston-Salem, North Carolina, where she has taught Educational Technology and Educational Psychology since 1999. Ann’s interest in technology and teacher education developed during her six years as a teacher in a rural South Carolina high school English classroom. Her work is now focused on preparing future teachers to integrate technology into teaching and learning so that they can enter classrooms and help all students reach academic success.

Loraine Moses Stewart

Loraine Moses Stewart is a former associate professor of education at Wake Forest University. She is currently a visiting professor at Virginia Commonwealth University, Richmond, Virginia. Her research interests include African-American children’s literature, closing the achievement gap, and culturally relevant teaching. She has published many articles; presented papers at state, regional, and national conferences; and conducted numerous workshops on integrating African-American children’s literature into the elementary curriculum.