Investigating Social Studies Teachers' Implementation of an Immersive History Curricular Unit as a Cybernetic Zone of Proximal Development

Autor/inn/en	Tilak, Shantanu; Glassman, Michael; Lu, Monica; Wen, Ziye; Pelfrey, Logan; Kuznetcova, Irina; Lin, Tzu-Jung; Anderman, Eric M.; Martinez Calvit, Adriana; Ching, Kimiko; Nagpal, Manisha
Titel	Investigating Social Studies Teachers' Implementation of an Immersive History Curricular Unit as a Cybernetic Zone of Proximal Development
Quelle	In: Cogent Education, 10 (2023) 1, Artikel 2171183 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tilak, Shantanu) ORCID (Anderman, Eric M.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/2331186X.2023.2171183
Schlagwörter	Social Studies; Curriculum Implementation; Technology Uses in Education; Units of Study; History Instruction; American Indian History; Student Attitudes; Electronic Learning; Teaching Methods; Multimedia Instruction; Cooperative Learning; Elementary School Students; Critical Thinking + Suchen Sie Ihr Suchwort? Gemeinschaftskunde; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lerneinheit; History lessons; Geschichtsunterricht; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Multimediales Lernen; Kooperatives Lernen; Kritisches Denken
Abstract	This qualitative study presents 27 students' insights about four teachers' implementation of an immersive Native American history curricular unit designed to equip students with digital skills to critically navigate complex, polarizing social issues. The Digital Civic Learning (DCL) curriculum used Google Suite and Google Classroom or Schoology to provide collaborative slides supporting immersive 2D-graphics, children's books/resources, immersive activities/artefact-creation, and multimodal tools (e.g., discussion posts, Flipgrid video-essays). Teachers regulated student thinking/behavior towards cohesive outcomes, and encouraged open-ended exploration, operationalizing the design framework as a zone of proximal development (ZPD). The history unit incorporates four cybernetic design features (DF) that enable teachers to steer student-centered collaboration within the curricular unit. The teacher serves four diverse roles (guide, facilitator, modeler, participant observer) mapping onto the DF. Results of focus group interviews with students, which were analyzed based on a theory-informed coding scheme and narrative inquiry, suggest ways for social studies teachers to operationalize the DCL immersive history unit as a cybernetic ZPD by adapting its basic structure to technologies accessible in their schools by adapting its basic structure to technologies accessible in their schools. [For the corresponding grantee submission, see ED627933.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01