LEADER 05708nam 22004333 450 001 9910799219503321 005 20240202080215.0 010 $a981-9984-18-1 035 $a(CKB)29526918800041 035 $a(MiAaPQ)EBC31094233 035 $a(Au-PeEL)EBL31094233 035 $a(EXLCZ)9929526918800041 100 $a20240202d2024 uy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aTeaching with Technology in the Social Sciences 205 $a1st ed. 210 1$aSingapore :$cSpringer Singapore Pte. Limited,$d2024. 210 4$d©2024. 215 $a1 online resource (100 pages) 225 1 $aSpringerBriefs in Education Series 311 08$a9789819984176 327 $aIntro -- Acknowledgments -- About This Book -- Contents -- Editors and Contributors -- 1 Introduction: Teaching with Technology in the Social Sciences -- 1.1 Introduction -- 1.2 The Social Sciences -- 1.3 Digital Technology in Higher Education -- 1.4 Context and Book Overview -- References -- 2 Using Geographic Information Systems in a Spatial History Course to Develop Students' Digital Literacies and Digital Humanities Skills -- 2.1 Introduction -- 2.2 The Background -- 2.3 Rationale and Conceptualization of the Spatial History Course in Hong Kong History -- 2.4 Description of the Course -- 2.5 Implementation -- 2.5.1 First Implementation -- 2.5.2 Second Implementation -- 2.5.3 Third Implementation -- 2.6 Challenges -- 2.6.1 Challenge 1: Lack of Spatial Awareness Among History Students in Hong Kong -- 2.6.2 Challenge 2: Lack of Relevant Technical Proficiency of History Students in Hong Kong -- 2.6.3 Challenge 3: The High Cost of GIS Digital Tools -- 2.6.4 Challenge 4: The Design and Goals of the Course -- 2.7 Advice -- 2.8 Conclusion -- References -- 3 Metaverse Sojourn: Incorporating Virtual Reality and Immersive Interactive Environment to Enhance Students' Sojourn Experiences -- 3.1 The Context -- 3.2 Using VR Technology in Teaching and Learning -- 3.3 Description of the Metaverse Sojourn Project -- 3.3.1 Conceptual Design -- 3.3.2 Hardware and Software Setting -- 3.3.3 From Pilot Tests to Changing the Sojourn Course Contents -- 3.4 Description of the Pilot Test -- 3.5 Methodology and Analysis of the Students' Feedback -- 3.6 Challenges and Benefits -- 3.7 Conclusion -- References -- 4 Online Delivery of Clinical Social Work Education: The Landscape of Narrative Therapy -- 4.1 Introduction -- 4.2 Small Private Online Course: Narrative Therapy -- 4.3 The Benefits and Challenges of Online Delivery. 327 $a4.4 Social Work Practice Subject Blended Learning -- 4.5 Educational Paradigm Shift -- 4.6 Motivation Enhancement Through Gamification -- 4.7 Students' Positive Feedbacks -- 4.8 Co-evolving Professional Development -- 4.9 Recommendations for Social Work Higher Education -- 4.10 Conclusion -- References -- 5 Promoting Personalized and Blended Learning for Pre-service Teachers -- 5.1 Background -- 5.2 Design and Implementation -- 5.2.1 Personalized Learning (PL) and Universal Design for Learning (UDL) -- 5.2.2 Pedagogical Design -- 5.3 Benefits and Challenges -- 5.4 Conclusion and Suggestions -- References -- 6 Exploring Time and Space: Merging Historic and Contemporary Virtual Reality Technologies in the History Classroom -- 6.1 Introduction -- 6.2 Stereographs and Panoramas -- 6.3 Integrating Historical Stereographs and Panoramas into History Courses Using VR Technologies -- 6.4 Annotated Panoramas as a Digital Humanities Assignment -- 6.5 Conclusion -- References -- 7 Building Cross-Cultural Academic Exchange with University Students During COVID-19 Through Online Deliberation: The Case of an Energy Studies Course in Hong Kong -- 7.1 Introduction -- 7.2 Reasons for Adopting the Stanford Online Deliberation Platform -- 7.3 Methodology -- 7.3.1 The Online Deliberative Workshop -- 7.3.2 Student Participants -- 7.3.3 Activities Design -- 7.3.4 Surveys -- 7.3.5 Interviews -- 7.4 Findings and Observations -- 7.4.1 Benefits to Students' Learning -- 7.4.2 Teachers' Reflection on Their Own Learning and Lessons Learned from the Project -- 7.5 Challenges of Implementing the Project -- 7.5.1 Technological Challenges -- 7.5.2 Financial Resources -- 7.5.3 Language Barrier -- 7.6 Conclusion -- References -- 8 Enhancing Students' Field Experience in Physical Geography Courses Using Virtual Reality Technology -- 8.1 Introduction. 327 $a8.2 Reasons for Implementing VR Technologies in the Two Physical Geography Courses -- 8.3 Description of the Project -- 8.3.1 Implementation in the GE Course -- 8.3.2 Implementation in the Geography Course -- 8.4 Benefits of Using VR for Teaching and Learning -- 8.5 Suggestions for Using VR in Physical Geography Courses -- 8.6 Conclusions -- References -- 9 Lessons Learned and Future Directions for Teaching with Technology in the Social Sciences -- 9.1 Introduction -- 9.2 Lessons Learned -- 9.2.1 Adopting a Bottom-Up Approach -- 9.2.2 Focusing on Learning from Each Other -- 9.2.3 Responding to Unforeseen Events -- 9.2.4 Creating Space for Pedagogical Experimentation -- 9.3 Future Directions -- References. 410 0$aSpringerBriefs in Education Series 700 $aMoorhouse$b Benjamin Luke$01452989 701 $aLi$b Sandy S. C$01588198 701 $aPahs$b Sebastian$01588199 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910799219503321 996 $aTeaching with Technology in the Social Sciences$93877538 997 $aUNINA