What Are Education Students’ Perceptions of the Role of Technology in Social Studies Pedagogy?

Authors

  • Susan Gibson University of Alberta
  • Teddy Moline University of Alberta
  • Brenda Dyck University of Alberta

DOI:

https://doi.org/10.11575/ajer.v57i1.55456

Keywords:

preservice teacher education, technology integration, computers, pedagogy courses, internet-based technologies

Abstract

Preservice teachers need both awareness of and skill with the latest digital technologies in order to use these tools effectively in their teaching. Historically in our university, this preparation has been reserved for a stand-alone information technology course focused on learning how to use various computer-based programs. However, more direct experience in subject-specific pedagogy courses is necessary to develop a deeper understanding about how a technology-rich environment can help to develop subject-specific knowledge. The study reported here examined the influences of two technology-infused social studies pedagogy courses on students’ perceptions about why, when, and how most effectively to infuse technology in their teaching of social studies and their feelings of preparedness to use those technologies.

Les stagiaires doivent être au courant des technologies numériques et ils doivent savoir s'en servir de sorte à les intégrer efficacement à leur enseignement. Dans notre université, cette préparation a toujours été offerte dans le contexte d'un cours autonome portant sur la technologie de l'information et l'emploi de divers programmes informatiques. Toutefois, il faut avoir plus d'expériences directes dans des cours de pédagogie disciplinaires afin de pouvoir mieux tirer profit d'un milieu riche sur le plan informatique dans le développement de connaissances spécifiques aux disciplines. Cet article décrit une étude portant sur deux cours de pédagogie hautement informatisés et ayant trait aux études sociales. On a examiné, d'une part, les perceptions des étudiants quant à l'intégration efficace de la technologie dans leur enseignement des études sociales (pourquoi, quand et comment) et, d'autre part, la mesure dans laquelle ils se sentaient prêts à employer ces technologies.

Author Biographies

Susan Gibson, University of Alberta

Susan Gibson is a professor in the Department of Elementary Education in the Faculty of Education at the University of Alberta. She teaches social studies education in the undergraduate teacher education program and curriculum development in the graduate program. Her research over the last 15 years has been in the areas of infusing technology into teaching and learning and preparing preservice teachers for teaching in a digital age.

Teddy Moline, University of Alberta

Teddy Moline is an adjunct assistant professor in the Faculty of Education. Her research interests are learning resources, effective integration of technology with curricula, and digital gaming.

Brenda Dyck, University of Alberta

Brenda Dyck, a former elementary and middle school teacher, is a social studies sessional instructor in the teacher education program at the University of Alberta and Red Deer College and a Technology Consultant for the Calgary Regional Consortium. Brenda’s work focuses on introducing Alberta teachers to the meaningful use of emerging technologies in the context of Alberta’s Program of Studies. She is the author of “The Rebooting of a Teacher's Mind” and writes Click Here! A regular column for Middle Ground magazine (a publication of the National Middle School Association).

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How to Cite

Gibson, S., Moline, T., & Dyck, B. (2011). What Are Education Students’ Perceptions of the Role of Technology in Social Studies Pedagogy?. Alberta Journal of Educational Research, 57(1), 73–87. https://doi.org/10.11575/ajer.v57i1.55456

Issue

Vol. 57 No. 1 (2011): Spring

Section

ARTICLES

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