Undoubtedly, Covid-19 caused major disruptions in several realms of human life. Not least affected is higher education. New modes of learning, teaching and research had to be introduced to avoid a total shutdown of this crucial function of society. Educational institutions around the world had to devise ways and means to carry on with their core business of teaching, learning and research that could not be delayed due to the restrictions imposed by Covid-19. The arrival of this timely compendium makes its mark in this context. Focusing on the Social Sciences, the contributions in this volume show how an unexpected eventuality of a social situation can be handled and how teaching, learning and research are managed in the new situation. Through creative, innovative and transformative pedagogical approaches, academics are able to handle the situation quite successfully. The models and the examples presented in the book have applications in both pandemic and post-pandemic contexts. Although evidence is drawn from a single higher learning institution in South Africa, the findings have significance in other contexts.

COVID-19 offers a unique opportunity to transform the K–12 social studies curriculum, but history suggests that changes to the formal curriculum will not come easily or automatically. This book was conceived in the space between the dismantling of our old way of life and the anticipation of what comes next. The authors in this volume—leading voices in social studies education—make the case that COVID-19 has exposed deficiencies in much of the traditional narrative found in textbooks and state curriculum standards, and they offer guidance for how educators can use the pandemic to pursue a more justice-oriented, critical examination of contemporary society. Divided into two sections, this volume first focuses on how elementary and secondary educators might teach about the pandemic, both as a contentious public issue and as a recent historical event. The second section asks teachers to reconsider many long-standing aspects of social studies teaching and learning, from content and instructional approaches to testing. Book Features: Guidance on how to teach about the COVID-19 crisis as a recent, controversial historical event.Examples of teaching approaches and classroom projects that align with the C3 Framework.Lessons about COVID-19 for use in K–12 classrooms, as well as chapters on the history of pandemics and on how teachers can help students cope with death and grief.A critical examination of the idea of American exceptionalism, the role of race and class in U.S. society, and fundamental practices within social studies education. Contributors: Sohyun An, Varenka Servín Arcos, Brooke Blevins, Lisa Brown Buchanan, Yun-Wen Chan, Ya-Fang Cheng, Rebecca C. Christ, Christopher H. Clark, Kristen E. Duncan, Leonel Pérez Expósito, Anna Falkner, David Gerwin, Maggie Guggenheimer; Michael Gurlea, Tracy Hargrove, Jennifer Hauver, Mark E. Helmsing, David Hicks, Karon LeCompte, Kevin R. Magill, Catherine Mas, Sarah A. Mathews, Carly Muetterties, Amber Neal, Katherina A. Payne, Noreen Naseem Rodríguez, Sandra J. Schmidt, Lynn Sikma, Amy Taylor, Stephanie van Hover, Cathryn van Kessel, Bretton A. Varga, Cara Ward, Tyler Woodward, Holly Wright

Teaching Social Studies: A Methods Book for Methods Teachers, features tasks designed to take preservice teachers deep into schools in general and into social studies education in particular. Organized around Joseph Schwab's commonplaces of education and recognizing the role of inquiry as a preferred pedagogy in social studies, the book offers a series of short chapters that highlight learners and learning, subject matter, teachers and teaching, and school context. The 42 chapters describe tasks that the authors assign to their methods students as either in?class or as outside?of?class assignments. The components of each chapter are: > Summary of the task > Description of the exercise (i.e., what students are to do, the necessary resources, the timeframe for completion, grading criteria) > Description of how students respond to the activity > Description of how the task fits into the overall course > List of readings and references > Appendix that supplements the task description

This is an open access book.Faculty of Teacher Training and Education of the University of Mataram proudly presents the 4th Annual Conference on Education and Social Science (ACCESS) in 2022. ACCESS is an iconic international scientific forum which discusses new ideas and innovations—especially those related to education and pedagogy, generally in relation to sciences and technology. Since 2019, ACCESS has been attended by hundreds of participants from various different countries such as the United States, Malaysia, Australia, Philippines, Japan, Singapore, and so on.

This book is to explores a variety of facets of online learning environments to understand how learning occurs and succeeds in digital contexts and what teaching strategies and technologies are most suited to this format. Business, health, government and education are some of the core sectors of society which have been experiencing deep transformations due to a generalized digitalization. While these changes are not novel, the swift progress of technology and the rising complexity of digital environments place a focus on the need for further research and novel strategies. In the context of education, the promise of increased flexibility and broader access to educational resources is impelling much of higher education’s course offerings to online environments. The 21st century learner requires an education that can be pursued anytime and anywhere and that is more aligned with the demands of a digital society. Online education not only assists students to success-fully integrate a workforce that is increasingly digital, but it helps them to become more comfortable with the use of technology in general and, hence, more prepared to be prolific digital citizens. The variety of settings portrayed in this volume attest to the unlimited opportunities afforded by online learning and serve as valuable evidence of its benefit for students’ educational experience. Moreover, these research efforts assist a more comprehensive reflection about the delivery of higher education in the context of online settings.

This volume explores how researchers made innovative use of online technologies to innovate, define, and transform research methodologies in light of the varying impacts of the COVID-19 pandemic, especially those related to the ability to conduct qualitative research. The onset of the COVID-19 pandemic resulted in a radical shift in the way that people all over the world were/have been able to live, work, study, and conduct their daily lives. Academics and other professionals who routinely engage in research were no exception. The sudden, continued, and uneven need for health mandates calling for physical distancing added a particular layer of complexity for those who used research methods that typically required face-to-face interactions. Continued technological developments associated with the Internet had already given rise to ongoing debates on innovative methodological thinking and practices. The COVID-19 pandemic has further accentuated how indispensable the internet has become for the private and public lives of those with access to it, including for their employment, education, leisure, and social interactions. For those fortunate enough to have access to them, communication software such as Zoom and Google Meet have also become indispensable digital resources for researchers seeking to continue conducting research during lockdowns and quarantines, and beyond. More than ever, researchers are finding it useful, even necessary, to equip themselves with online research tools in order to be able to continue conducting their fieldwork. Drawing on research and case studies from around the world, this volume serves as a guidebook for those interested in attuning their own research methods to a world still struggling to grapple with the impacts of the COVID-19 pandemic.

In 2021, the University Grants Committee of Hong Kong, the funding body for higher education in Hong Kong, initiated a scheme and associated grant fund with the aim of enhancing the use of technology for teaching in higher education institutions in Hong Kong. In the Faculty of Social Sciences, Hong Kong Baptist University, the funding was used to support colleagues in various disciplines to develop teaching and learning projects that capitalized on technology to improve the educational experiences of students. In this book, seven project teams from five disciplines, Education, Geography, History, Social Work, and Sociology, share their technological innovations. Each chapter presents the design, implementation, challenges, benefits, and impact on student learning and experiences of each innovative project. Lecturers, professors and curriculum designers engaged in teaching and learning will find this book an invaluable resource as it provides ways to integrate technology into their teaching practices. Scholars of teaching and learning (SoTL) will also find the book a useful reference for up-to-date technological and pedagogical practices in the social science disciplines.