John Lee

North Carolina State University | NCSU · Department of Curriculum, Instruction and Counselor Education

The Common Core State Standards for English language arts and literacy in history/social studies, science, and technical subjects (CCSS-ELA) provides a pathway for integrating literacy and expanding disciplinary inquiry in social studies. Findings from the Survey on the Status of Social Studies (S4) indicate that social studies is suffering from th...

Theoretical considerations in practice are sometimes tenuous and almost always subject to re-evaluation. Such is the case with the theory of technological pedagogical content knowledge (TPCK) as applied to social studies. Conceived of as the intersection of three domains of knowledge, the general idea of TPCK continues to evolve and envelop new con...

Given that social studies pedagogy often runs in direct opposition to how students best learn, social studies teacher preparation must intervene by providing teachers robust experiences for inquiry, interpretation, creation, and personal meaning making. Digital history represents an area of innovation in social studies that can be a useful context...

American Association of Colleges for Teacher Education (AACTE) Ed Prep Matters Blog. Available at https://edprepmatters.net/2021/05/educator-preparation-and-technology-taking-stock-and-looking-forward/

NOTE: The final TETCs journal article that stemmed from this conference paper is available, open access, here: http://site.aace.org/tetc/ Teacher candidates are not well prepared to teach with technology. While the stand-alone technology class attempts to prepare teacher candidates to use technology, all teacher education faculty need to be compet...

The 2016 National Education Technology Plan introduced a call for teacher educators to improve the technology skills of teacher candidates by integrating technology throughout their teacher preparation programs. This necessitates that all teacher educators become competent in technology instruction. As such, the Teacher Educator Technology Competen...

This article describes the development of the Teaching and Learning Inquiry Framework (TLIF) and applications forits use. For decades teacher preparation and support has been dictated by a narrow mindset in which academicdisciplines have been taught in isolation. This landscape, however, is evolving to align with the view that the world israrely ex...

While the use of inquiry-based instruction has been encouraged for many years, it continues to be the exception rather than the norm. The publication of the College, Career, and Civic Life (C3) Framework, as well as the Inquiry Design Model that provides structure for its implementation, offer support for teachers to use inquiry in their social stu...

The goal of this study was to define the construct and establish the validity of disciplinary literacy, which has recently gained attention from the implementation of the Common Core State Standards (National Governors Association Center for Best Practices & Council of Chief State School Officers in Common Core State Standards for English language...

Social studies continues to be marginalized in elementary grades, yet the C3 Framework and its Inquiry Arc offer possibilities for high-quality elementary social studies instruction. However, the C3 Framework requires that teachers possess an adequate understanding of how to implement inquiry within the various social studies disciplines, which we...

This chapter synthesizes scholarship illuminating the purposes, promises, and challenges for integrating digitally mediated tools in history education. We begin by exploring the discipline of history from a digital perspective before attending to two key features of this broad landscape: digitally mediated simulations and computer-based gaming—incl...

Written by the lead authors of the C3 Framework, Inquiry-Based Practice in Social Studies Education: Understanding the Inquiry Design Model presents a conceptual base for shaping the classroom experience through inquiry-based teaching and learning. Using their Inquiry Design Model (IDM), the authors present a field-tested approach for ambitious soc...

The C3 Framework encourages ambitious inquiry-based social studies teaching. While inquiry is regularly recommended as a preferred pedagogy, research has shown that social studies teachers rarely engage students in inquiry. This exploratory study surveyed social studies teachers in one school district in a southeastern state to update our understan...

Working in partnership with Microsoft, a team of university faculty created the Technology Enriched Instruction (TEI) professional development workshop to promote the effective use of technology in the classroom. This workshop was originally aimed at teacher educators in an effort to support best practices based on theory and research about using t...

This study focused on the state-level implementation of the Common Core English Language Arts (CC-ELA) standards and the implications for state education department personnel in social studies. Researchers employed a mixed methods approach to data collection and analysis asking the following research questions: (1) How do state-level social studies...

Teaching with the C3 Inquiry model is ambitious and gratifying, but at the same time presents some daunting challenges. Teachers often struggle to find the time for inquiry, given the required scope and sequence of many social studies courses. The incredible breadth of content that social studies teachers have to deal with can sometimes eclipse the...

As the nation's economy continues its irrevocable shift from manufacturing toward idea-driven, creative industries, our schools — and the teaching and learning enterprise at the heart of our schools — need to undergo a transformation as well. The result of such a transformation needs to be a type of educational experience and expertise that will no...

In this study the authors investigate whether a whole-class educational blog could facilitate culturally relevant instruction and authentic intellectual work in U.S. history. Qualitative data were collected and analyzed that included student comments posted to an educational blog, classroom observations, and follow-up interviews. Based on the analy...

Representatives from ten specialty professional associations affiliated with the National Technology Leadership Coalition (NTLC) are collaborating with Microsoft Corporation to develop an innovative professional development opportunity for teacher educators—the Teacher Education Initiative (TEI). The goal of the initiative is to enhance preparation...

This article seeks to demonstrate how social studies has come to be an all-inclusive subject: it has become supersized. When supported by Web 2.0 technology, social studies enables students to address multifaceted problems that require the deep understanding necessary to arrive at both wise and timely solutions. We discuss how curriculum integratio...

In this qualitative case study we explored the experiences of low-achieving students responding to an educational blog. Our intention was to leverage the unique affordances of blogs to teach United States history concepts primarily by providing access to digital primary sources and facilitating on-line participation. Overall, our findings point to...

To address the myriad effects that emerge from using technology in social studies, we introduce in this chapter the concept of vernaculars to represent local conditions and tendencies, which arise from using technology in social studies. The chapter includes three examples of TPACK vernaculars in social studies. The first explores a theoretical TPA...

This article reports research concerning the effective use of video editing to help cultivate novice teachers’ reflective practice. The study reported here is part of a larger body of research on video-enhanced teacher reflection. For this study, we used a qualitative research design to examine two guided reflection activities for two groups of nov...

From filmstrips to documentaries to Hollywood movies, social studies teachers have a long tradition of using video in the classroom. In fact, some of the earliest films made were purposefully adapted for social studies instruction as photoplays depicting pivotal events in U.S. history. A key difference between digital video and its predecessors is...

Students today live in technology-rich environments that shape their interactions with information and with each other. Children in the 21st century have access to a wide range of technology resources and tools for learning in real-life contexts. This study reports on a survey of 4000 North Carolina middle school students about what they need to be...

This chapter provides content-specific suggestions and strategies for addressing both ISTE's National Educational Technology Standard for Students (NETS-S and the curriculum standards from the National Council for the Social Studies.

This article reports on research that illustrates the increasing use of technologies by middle grade learners. Focus group results are showcased and creatively expressed through an original video, entitled "Having Our Say," which was designed and produced by Lodge McCammon, a doctoral student in the College of Education at North Carolina State Univ...

Growing consensus among policy makers and educators alike suggests that our education system must be transformed to address the needs of a global society as well as the needs of the 21st century student. Often overlooked as a resource, students can contribute a valuable perspective on education. ! e purpose of this study, therefore, was to learn fr...

A gap in the literature on digital history was explored through the use of a survey of 104 high school social studies teachers, administered in a large urban/suburban school district in the southeastern United States. The survey examined the extent to which social studies teachers were using non-digital and digital historical resources and the ways...

The need for an engaged, informed citizenry is central to the dream of democracy by Thomas Jefferson. The National Council for the Social Studies (NCSS) places citizenship education "at the heart of social studies" and suggests that social studies teachers must prepare students to develop a "reasoned commitment to fundamental values, such as life,...

The Digital History and Pedagogy Project (DHPP) is an interpretive/pedagogical collection of Web-based historical resources designed for use in inquiry-based learning in high school and university classrooms. It has been created by faculty and graduate students at a large urban college of education. This paper provides a rationale for the project r...

Two versions of a Web site on the United States Constitution were used by students in separate high school history classes to solve problems that emerged from four constitutional scenarios. One site contained embedded conceptual scaffolding devices in the form of textual annotations; the other did not. The results of our study demonstrated the situ...