1. Film in social studies teacher education Thomas C. Hammond, Lehigh University John Lee, North Carolina State University

2. Film in social studies teacher education Thomas C. Hammond, Lehigh University John Lee, North Carolina State University Video? Digital video?

3. Film in social studies teacher education Thomas C. Hammond, Lehigh University John Lee, North Carolina State University Video? Digital video? …History, practice, & purpose

4. Questions? Comments? Follow-up? Email us hammond@lehigh.edu john_lee@ncsu.edu All materials available delicious.com/tchammond/SITE2011

5. Why bother? 1.They made us do it

6. Why bother? 1.They made us do it 2.It was harder than we expected a.First draft: Off-the-shelf vs. adapted vs. created (materials) b.Second draft: Watch, analyze, create (practices) c.(Third draft: Explicit connections with the purposes of social studies?) 3.Dizzying array of tools, platforms, formats

7. Traditional formats: Commercial / entertainment, documentary

8. Primary source footage – historical or contemporary (Prelinger Archive, YouTube)

9. Contemporary media (AlJazeera channel on YouTube)

10. Student- and/or teacher-generated video (NextVista.org, PrimaryAccess)

11. Screencasts? (United States Holocaust Memorial Museum)

12. Vicarious fieldtrip? Using Skype and a video-enabled smartphone to “tour” distant places

13. Why bother? 1.They made us do it 2.It was harder than we expected a.First draft: Off-the-shelf vs. adapted vs. created (materials) b.Second draft: Watch, analyze, create (practices) c.(Third draft: Explicit connections with the purposes of social studies?) 3.Dizzying array of tools, platforms, formats 4.Historical pivot?

14. Social studies & instructional media 1909 History Teacher’s Magazine founded 1916 NEA Committee report 1921 National Council for the Social Studies founded 1960s New Social Studies 1990s Standards movement (2001 NCLB) 1880s/90s Edison, Lumiere Bros., et al., develop motion pictures tools 1912Edison markets Home Kinetoscope 1929Yale study of motion pictures to teach history (Knowlton & Tilton) 1931 British study (Consitt)

15. Social studies & instructional media 1909 History Teacher’s Magazine founded 1916 NEA Committee report 1921 National Council for the Social Studies founded 1960s New Social Studies 1990s Standards movement (2001 NCLB) Aims Social preparation of students, intro to “the nature and laws of social life,” (p. 9) Flexible course content, responsive to local context Materials Textbooks viewed as “a positive aid to study and to teaching, provided, of course, that it is of the right kind and is rightly used” (p. 59) 1931 British study (Consitt)

16. Social studies & instructional media 1909 History Teacher’s Magazine founded 1916 NEA Committee report 1921 National Council for the Social Studies founded 1960s New Social Studies 1990s Standards movement (2001 NCLB) Organizing curriculum Negotiating tensions between “History” vs. “Social Studies” vs. “Social Sciences” (Lybarger, 1991) Advocating for social studies throughout shifting contexts (standards, accountability

17. Social studies & instructional media 1909 History Teacher’s Magazine founded 1916 NEA Committee report 1921 National Council for the Social Studies founded 1960s New Social Studies 1990s Standards movement (2001 NCLB) Re-writing assumptions on social studies content, pedagogy, media Man, A Course of Study – social science emphasis Use of “primary source” footage “See here”  “What do you see?” (Lord, 1969)

18. Social studies & instructional media 1909 History Teacher’s Magazine founded 1916 NEA Committee report 1921 National Council for the Social Studies founded 1960s New Social Studies 1990s Standards movement (2001 NCLB) Documents Tensions over privileging content coverage vs. inquiry / thinking skills Media Textbooks, use of film/video (favoring content/coverage) Social studies teacher ed experimentation (e.g., DecisionPoint!)

19. Social studies & instructional media 1909 History Teacher’s Magazine founded 1916 NEA Committee report 1921 National Council for the Social Studies founded 1960s New Social Studies 1990s Standards movement (2001 NCLB) Within schools Testing / accountability; narrowing of curriculum Outside of school Internet saturation, ubiquitous video tools (e.g., iMovie, cellphone cameras), Web 2.0 services (YouTube, etc.) (Continued social studies teacher ed experimentation – e.g., PrimaryAccess)

20. Social studies & instructional media 2011 “Pumpkin patch”? Active, little unity / coordination question of sustainability Social studies practices: Transmission or inquiry? 1916 Social studies purposes Film as immature medium: rare, expensive, controlled (Emerging sophistication in technology and cultural, pedagogical assumptions about film) Digital video as mature (?) medium: Ubiquitous, low- threshhold, uncontrolled

21. Questions 1.Practices: What models are teachers and teacher educators using for integrating film / video (etc.) into instruction? 2.Purposes: What visions of social studies (if any) are these instructors pursuing through these practices? 3.How have either of the above changed over time?

22. Data sources 1.Examination of the literature 2.Convenience sample of social studies teacher educators 3.(Systematic sampling via social networking sites)

23. Examining the literature Conceptual challenge: Terms, use of film/video often embedded in “technology” (e.g., Waring, 2007) Heavily practice-oriented (e.g., Brown, 1995; Dobbs, 1987; Hartley, 1965; Hess, 2007; Manfra & Stoddard, 2008; Percoco, 1998; Sabato, 1992; Wilson & Herman, 1994) Research literature focuses on practice (Marcus & Stoddard, 2007; Russell, 2001), often does not explore purpose (Hofer & Swan, 2008; Manfra & Hammond, 2008). This includes us!

24. Exploratory sample of teacher educators Questions What are you currently doing? What do you wish you were doing? What do you see in the field? What purposes do these activities serve? How have these changed over time?

25. Exploratory sample of teacher educators Responses Diversity of tools: Video editors (PhotoStory), video services (YouTube, UnitedStreaming), animation tools (Camtasia, XtraNormal), Practices: Blending of technology and methods courses (“The tech instructor covers PhotoStory, so I don’t have to”) Tension within purposes: Social studies (concept formation, perspective-taking, inquiry models) vs. teacher education (technology integration) Less original creation over time – citing constraints of time, curricular responsiveness

26. Systematic sampling via social networking NCSS Network NingDiigo users

28. Systematic sampling via social networking NCSS Network Ning Oct, 2009 thread on video in the classroom – 24 posts – 20 participants (plus 2 marketing plugs!) Diigo users Approx. 300 users tagging with some combination of “social studies”, video (or film), & methods 1.Content analysis 2.Survey 3.Follow up interviews

29. NCSS Network – Content analysis Purposes presented Disciplinary: Exposure to primary sources, provide background knowledge, illustrate concepts, prompt thinking/writing Instructional: Engaging students, meeting different learning needs, developing 21 st century skills (Warnings about shallow / un-reflective use) Practices offered Clips of traditional formats (commercial, documentary) – understanding Revolutionary battlefields via The Patriot Clips of primary source footage (Presidential debates, Stokely Carmichael speaking) Prompts for writing / analysis

30. Next steps Complete systematic survey, conduct follow up interviews Analyze, generate findings Manuscript & articulation of “aligned” practices & purposes (case studies of exemplary instruction?)

31. Questions? Comments? Follow-up? Email us hammond@lehigh.edu john_lee@ncsu.edu All materials available delicious.com/tchammond/SITE2011