Technology Intergration in Secondary Social Science

Technology in Secondary Social Science Articles:

Braun, J.A.J. (2004). Technology in the classroom: tools for building stronger communities and better citizens. Kappa Delta Pi Record

40(Winter): 69-73.
The role of technology in providing an informed citizenry is discussed in terms of Thomas Jefferson’s call for the need to educate and inform all of society. However, the author of this article points out the potential dangers if technology becomes an instrument of repression. The need for students to learn how to use search engines and databases is stressed as a vital tool. The issues of freedom of speech, privacy, and the right to assemble are also addressed. The use of Webquests to help structure students’ learning experiences is described. The discussion is focused around three democratic principles: tools, resources, and moral education and resources. Social study teachers should be interested in the use of technology to help students become more effective citizens.

Kerski, J.J. (2003). The implementation and effectiveness of geographic information systems technology and methods in secondary education. Journal of Geography

102(May/June): 128-137.
Teachers of geography, an important element of the social studies curriculum, can now take advantage of technology to help their students. However, less than 3% of American high schools have adopted the use of GIS technology in the curriculum. GIS, or Geographic Information Systems, is a model of learning that is implemented in computer software through spatial analysis-based lessons. It has been found to also benefit below-average students so its use should be more widespread, according to the author. GIS is not just a technology; it is also a method of teaching beyond the rote memory approach many of us experienced in our social studies courses. It would be worth the time for any social studies teacher to investigate this technology to consider using it in the classroom for higher order skill development.

Kohlmeier, J. & O’Brien, J. (2004). A web-based, issues centered assignment for teacher education and high school students. Journal of Social Studies Research

28(Spring): 3-15.
Ever considered an issues-centered social studies curriculum? Research has supported the importance for students at all grade levels to learn how to discuss, research, and analyze controversial public issues as part of their civics education. Some scholars even assert that “all education should be approached to produce informed citizens who are involved in working out better solutions to our problems.”
However, the author points out that this approach is seldom used by teachers because they aren’t prepared to handle it. This article reports on the results of a Web-based, issues-centered project that university teacher education students created as an online unit and then used in a government class with high school seniors. The article is extremely detailed but this is to its advantage. It is fascinating reading and is very informative—and should motivate social studies teachers to become interested in using the Web to help their social studies students achieve higher level objectives.

Technology Integration Websites:

CONTENT AREA: Social Studies
GRADE LEVEL: Secondary
URL: http://www.cln.org/subjects/socials_inst.html

“Instructional materials in social studies” contains a list of useful Internet educational resources within the social science area. Curricular resources and links to lesson plans are in these links. Topics range from “Ancient Civilizations” to “Teachers Helping Teachers: Social Studies.” There is something here for everyone and social studies teachers should be able to find several resources that could be applied to their classrooms.

CONTENT AREA: Social Studies
GRADE LEVEL: Secondary
URL: http://www.educ.state.ak.us/tls/frameworks/sstudies/part3a10.htm

ANNOTATION: Teachers categorize computer-based applications into seven types and this article describes each one and gives examples. It also delves into the evaluation and selection of software, including finding sources of funding and grant-writing tips. Hopefully, any social studies teacher will find one or more of these seven types of technology use to be of interest to them so they can be developed for implementation in their particular settings.

CONTENT AREA: Social Studies
GRADE LEVEL: Secondary
URL: http://www.quasar.ualberta.ca/css/Css_35_2/integration_computer_ssclassroom.htm

In this article, the author asserts that we will become successful in integrating technology into the social studies classroom when the teachers begin using technology as part of their delivery of instruction rather than making sure the teachers are computer literate assuming that they will then bring technology into the curriculum. It is the teaching methods that are most critical in bringing about the desired integration. Instead of worrying about your level of computer literacy, this article may be suggesting that you simply begin using some of the technology you are reading about and seeing how well it works in your setting-then you can develop greater technology literacy as you use it.

CONTENT AREA: Social Studies
GRADE LEVEL: Secondary
URL: http://www.cyberlearning-world.com/journal/technology_and_social_studies.htm

“Technology in the social studies classroom: A case study” is an article that suggests social studies is the perfect place for use of the Internet. The wealth of primary and secondary source materials that students can access makes it a viable tool. The author proposes that our real challenge is to develop lesson plans that enable technology to enhance learning and not to replace it. An example is given of a lesson plan on the Holocaust that might help any social studies teacher plan a similar use of the Internet.