Technology and social studies: A conceptual model for integration

Journal of Social Studies Research, Winter 2000 by Fairey, Chad, Lee, John K, Bennett, Clifford

Technology and Theme #4-Challenging Teaching and Learning

As social studies instruction experiences a paradigm shift from teacher-- centered to student-centered learning a greater emphasis should be placed on creating classrooms flourishing with cooperative learning and collaborative projects. Cameron White (1991) suggested that environments that encourage questioning promote active learning. Many technology-based projects are ideally suited for making social studies more challenging and action oriented. Learning experiences that are challenging and result in powerful learning employ critical thinking strategies (Brown, 1995; Butler & Clouse, 1994; Jennings, 1994; Nellis, 1994; Rose & Fernlund, 1997; Stevens, 1993; Vockell, 1992). Too often, technology projects become glorified worksheet assignments, with students working individually on assignments that require little more than rote memorization or simple operational thinking. If technology is used to its fullest interactive potential, and if students are given assignments that challenge them to work together productively and creatively, then powerful learning can result.

Multimedia and web-authoring software allows for a great deal of collaboration among students, and provides a platform for them to advance their own ideas, thoughts, and findings (Brown, 195; Ramos & Wheeler, 1989). Glenn (1990) suggested that this aspect of technology is one of the most crucial in social studies. Further, subject matter that encourages the examination of controversial issues can provide a rich environment to actualize civic behaviors.

Rose & Fernlund (1997) identified the Internet as a perfect source for identifying challenging content on a variety of topics and perspectives. Moreover, the teacher must guide students in critically assessing the validity, authority, and foundation of information used to complete Internet projects (Boyer & Semrau, 1995; Maskin, 1996). Clearly, teacher guidance is a prerequisite for challenging student projects in order to help students avoid irrelevant and disjointed content information.

Technology and Theme #5-Active Teaching and Learning

Active learning is increasingly seen as requisite for powerful social studies. As one classroom teacher summarized, "I am no longer a provider and controllerof information. I must teach these students the skills they need to use information. I have to rethink how and what I teach" (Glenn, 1990). Technology is playing a major role in defining this transformation, and offers several opportunities to shift the teacher's role in the classroom. Advocates of integrating technology into social studies suggest that it will change the role of the teacher. If information is changing, the tools are changing, the students are changing, and the society is changing, then surely teachers must also change.

Ehman and Glenn (1991) reported that research has done little to indicate the influence of interactive technologies on the teacher's role. Weigand (1985) found that teachers maintained a high level of control and directiveness during most computer-based activities, regardless of their nature. Maskin (1996) found that a "gatekeeper syndrome," the desire to maintain traditional instructional roles and control access to information, is the largest impediment to unleashing the power of technology in social studies.