The Story Behind My Newest Publication in Social Studies Research & Practice

As more and more K-12 schools move to 1:1 technology initiatives, our social studies teacher education department at UGA has been working to integrate technology education with pre-service teachers in our existing coursework. We believe that simply using technology as a replacement for traditional classroom tasks is not enough. Instead, we hope that our students (future teachers) might think of technology as a tool that allows them to accomplish new types of pedagogy, engagement, and organization that weren’t possible before.

One of those tools has been our use of Evernote as an alternative learning management system as well as a digital interactive notebook. Not only have we been using Evernote to manage all of our teacher education course materials and assignments, we have also been introducing our students as to how they might use this application as a teaching tool and management system in their future classrooms.

When we first decided to use Evernote in our teacher education classes, we found that the research literature on its use was sparse. While many K-12 classroom teachers wrote about how they were using it with their own students, there weren’t any resources specific to higher ed contexts. After our first semester of using it in our classes then, we wanted to write a piece that might help guide university educators who were thinking about using Evernote in their classrooms.

What resulted was a practitioner-geared article in the most recent edition of Social Studies Research & Practice. In it, Mardi Schmeichel, Sonia Janis, and I delve into the intertwining issues of teacher education and technology integration.

The full piece, which includes screenshots, student feedback, and some tips on using Evernote in the classroom, can be found here. We hope that you enjoy it, and also find it useful!

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