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Abstract

This study examined how preservice teachers utilized Internet resources in an elementary school social studies-focused integrated thematic unit. It considered levels of Internet usage found among preservice teachers as they wrote and implemented the unit during their methods block semester and the effects of the structure of the teacher education program’s Internet training. Two cohorts of preservice teachers were studied in two phases. The first phase was designed to investigate needs and levels of Internet usage. The second phase structured the investigation more closely building upon the findings of Phase 1. Increases in Internet usage and complexity of usage were found in units implemented during Phase 2. Consideration is given to the increase in difficulty in the planning process when preservice educators have to incorporate Internet into unit planning and implementation at a time when they are in the throes of developing their personal planning abilities.

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Elementary Preservice Teachers Use of the Internet in Designing and Teaching Social Studies - Focused Integrated Units

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References