Elementary preservice teachers use of the Internet in designing and teaching social studies-focused integrated units

Journal of Social Studies Research, Spring 1998 by Sunal, Cynthia Czymanski, Smith, Coralee, Sunal, Dennis W

Abstract

This study examined how preservice teachers utilized lnternet resources inan 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 structure the investigation more closely building upon the findings of Phase 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.

Internet has much potential foruse in elementary social studies. It can provide a wide choice resource materials ranging from holdings in the U.S. National Archives at http:/ /www.nara.gove/nara/nail.html to "OceanEXPO" which follows a fleet of boats as they circle the globe at http://www. usinternet com/onlineclass/SOC/NeptuneSub.html. Internet also offers opportunities for students to pursue their own research, communicate with other students and resource people around the globe, and participate in data collection on projects involving students at a variety of sites (MitchellPowell, 1995).

These potentials are being enacted in some classrooms but many teachers make no or limited use of Internet. The Center for Children and Technology (1994) reported findings from a 1992 national survey of teachers who were recognized as accomplished users of technology. The Center surveyed (see Appendix) teachers to find out why Internet was not being used by many teachers. A major factor cited was the need for increased access to Internet. Ideally, the survey reported, teachers need several computers in the classroom so theycan goonlineasaroutinepartofinstruction. Respondents also indicated a need for more Internet resources designed with the K-12 community in mind. The most positive responses about using Internet came from teachers who had opportunities to learn by practicing and working with peers.

Meaningful learning in social studies can result from student utilization of Internet resources. But, simply having access to the kaleidoscope of information on Internet does not guarantee that the information will be used by students to construct meaningful learning. Morrison and Collins (1995) used the analogy that watching a tennis match does not teach you how to play the game. Students must be involved in the integration of new information from Internet into existing cognitive structures. Active approaches to social studies learning in which students use technology for reading, writing, observing, utilizing primary data, and problem solving move away from traditional roles for students and teachers and toward a constructivist approach in which learning is centered on the students in real world contexts. The elements of constructivist learning occur when students are actively involved in learning and encounter ways to integrate new understandings into a background of existing knowledge. Teaching strategies that utilize technology can encourage the development of cognitive structures emphasizing qualities of meaningful learning (Jonassen, 1995; Wilson & Marsh, 1995; Harter & Gerhke, 1989).

Teacher education programs are making efforts to assist teachers in the meaningful implementation of technology into the social studies curriculum (Barksdale, 1996). Many colleges of education are learning how to integrate technology with teaching so that new teachers will be able to use it in their classrooms (Silva & Cartwright, 1993). Learning to be a teacher is a complex process including content preparation andactual classroom teaching experience (Novak & Knowles, 1991). Clinical experiences in education should include opportunities to practice using and teaching with technology (Ingram, 1993). Internet brings enormous potential to educational programs that seek to integrate technology in the preservice curriculum. However, research on how Internet is being used in classrooms is limited. By examining the technology integrated currently taking place in a teacher education program the process that defines implementation can be explored. An open-ended study was conducted to investigate the ways in which preservice teachers would use Internet and the World Wide Web in the preparation of a social studies-focused integrated unit for elementary students. Five levels of usage of the Internet by a classroom teacher with elementary students were outlined. Level 1 occurs when Internet resources are used to provide content information for the teacher. Level 2 occurs when Internet resources are shared with students to provide content information. Level 3 occurs when the preservice teacher incorporates Internet information directly into a lesson. Level 4 occurs when the preservice teacher acts as a learning facilitator in a studentdirected project using a variety of Internet materials. Level 5 occurs when elementary students directly plan and implement their use of the Internet.