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Media type:
E-Article
Title:
The information won't just sink in: Helping teachers provide technology‐assisted data literacy instruction in social studies
Contributor:
Shreiner, Tamara L.;
Guzdial, Mark
imprint:
Wiley, 2022
Published in:British Journal of Educational Technology
Language:
English
DOI:
10.1111/bjet.13255
ISSN:
0007-1013;
1467-8535
Origination:
Footnote:
Description:
<jats:title>Abstract</jats:title><jats:sec><jats:label /><jats:p>In this study, support for teaching data literacy in social studies is provided through the design of a pedagogical support system informed by participatory design sessions with both pre‐service and in‐service social studies teachers. It provides instruction on teaching and learning data literacy in social studies, examples of standards‐based lesson plans, made‐to‐purpose data visualization tools and minimal manuals that put existing online tools in a social studies context. Based on case studies of eleven practicing teachers, this study provides insight into features of technology resources that social studies teachers find usable and useful for using data visualizations as part of standards‐ and inquiry‐based social studies instruction, teaching critical analysis of data visualizations and helping students create data visualizations with online computing tools. The final result, though, is that few of our participating teachers have yet adopted the provided resources into their own classrooms, which highlights weaknesses of the technology acceptance model for describing teacher adoption.</jats:p></jats:sec><jats:sec><jats:label /><jats:p>
<jats:boxed-text content-type="box" position="anchor"><jats:caption><jats:title>Practitioner notes</jats:title></jats:caption><jats:p>What is already known about this topic
<jats:list list-type="bullet">
<jats:list-item><jats:p>Data literacy is an important part of social studies education in the United States.</jats:p></jats:list-item>
<jats:list-item><jats:p>Most teachers do not teach data literacy as a part of social studies.</jats:p></jats:list-item>
<jats:list-item><jats:p>Teachers may adopt technology to help them teach data literacy if they think it is useful and usable.</jats:p></jats:list-item>
</jats:list></jats:p><jats:p>What this paper adds
<jats:list list-type="bullet">
<jats:list-item><jats:p>Educational technology can help teachers learn about data literacy in social studies.</jats:p></jats:list-item>
<jats:list-item><jats:p>Social studies teachers want simple tools that fit with their existing curricula, give them new project ideas and help students learn difficult concepts.</jats:p></jats:list-item>
<jats:list-item><jats:p>Making tools useful and usable does not predict adoption; context plays a large role in a social studies teachers' adoption.</jats:p></jats:list-item>
</jats:list></jats:p><jats:p>Implications for practice and/or policy
<jats:list list-type="bullet">
<jats:list-item><jats:p>Designing purpose‐built tools for social studies teachers will encourage them to teach data literacy in their classes.</jats:p></jats:list-item>
<jats:list-item><jats:p>Professional learning opportunities for teachers around data literacy should include opportunities for experimentation with tools.</jats:p></jats:list-item>
<jats:list-item><jats:p>Teachers are not likely to use tools if they are not accompanied by lesson and project ideas.</jats:p></jats:list-item>
</jats:list></jats:p></jats:boxed-text>
</jats:p></jats:sec>