However, some success has already been reported anecdotally.
Byrd (2005) stated "this new wave of teaching is so much more hands-on, integrated and thematic instead of worksheet and drill-oriented." (p. 12) in teaching social studies content at Byrd's school, Liberty Drive Elementary in Thomasville, North Carolina, teachers retrieve maps and images from a database; teachers and students alike can use Smart Board highlighters to note geographic features.
Similarly, in a study sponsored by the University of Michigan-Dearborn, social studies teachers reported that students were more engaged in lessons delivered with the use of technology and the level of student achievement increased. Taylor and Duran (2006) were not surprised by this finding and noted "the positive effects which the use of computers has on student achievement in history have been documented by the United States Department of Education." (p. 10)
The use of technology in the social studies classroom is not a brand-new phenomenon. Even ten years ago, White (2000) concluded that
Social Studies has experienced a tremendous transformation regarding the integration of technology. Despite remaining a discipline whose status in schools and society is much less than adequate, professional social studies educators are engaging in dynamic technology oriented projects. These projects not only have a very positive influence on the discipline of social studies itself, but we are also witnessing a greater impact on our students. (p.1)
Ten years hence, technology has evolved in ways that White, indeed any of us, could scarcely imagine. While there is no data that tells us exactly how many classrooms nationwide are equipped with Smart Boards (and how many of those are being used on a regular basis), there is evidence that there are a good number of teachers of social studies who are using Smart Boards. The Smart Exchange, a free website sponsored by Smart Technologies, invites teachers within all disciplines to post lessons they have created. Anyone can download lessons to use "as is" or...
For the purposes of this review, Web-based instruction is considered to be any educational or training program distributed over the Internet or an intranet and conveyed through a browser, such as Internet Explorer or Netscape Navigator. Java applet-based instruction is a special form of Web-based instruction. Although there is very little research on comparing the effectiveness of Java applet-based instruction to the traditional face-to-face offering. However Web-based instruction has received enough
Learning Disability Student ESL There is an urgent necessity to help reading-disabled pupils read, since weak reading skills are linked to serious consequences. Children who fail at reading properly will be prone to dropping out of school and facing pervasive scholastic issues. To add to this scenario's urgency, standard instruction does not aid most pupils who fail to grasp adequate reading skills during their early elementary years even till they
Clickers/Responses Phonics Lesson Phonics Long Vowel - Silent e Lesson Plan for Special Education Objectives: Students will recognize and say words that follow the c-v-c-e and v-c-e rule where the first vowel is a long vowel and the final e is silent. By using the Clickers/Responses as a classroom game they will utilize them after hearing the correct sounds. Students with the will be able to spell and write out some basic long vowel
Introduction This evaluation plan provides a description concerning how the curriculum committee will collaborate to achieve an improved language arts curriculum for grades 6 through 8 at Haddonfield Middle School (hereinafter alternatively “Haddonfield” or “the school”), a public school located in Haddonfield, New Jersey.The Middletown Township Public Schools recognize the need for ongoing curricular evaluation. Based on its stated mission (described below), Haddonfield’s educators are committed to providing the highest quality
Observation Portfolio – Special Education Classroom Introduction This observation portfolio paper presents a summary of my experience and knowledge gained from analyzing four observation sessions in a special education classroom setting. Observation 1 and 2 was conducted in the morning, observation 3 of 4 took place during lunch break, and observation 4 of 4 was conducted in the afternoon. Each of the four observation sessions is discussed below. Observation 1 of 4 Observation Summary The
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