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How Research On the Use Of Computer Technologies Can Inform the Work Of Social Studies Educators
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In today's technologically driven society information has taken on a new importance as a
commodity (Diem, 1997). The endless, rapid flood of information and disinformation is causing
a great deal of confusion and frustration; those who are ill equipped to handle the information
overload run the risk of falling behind those who have embraced the latest computer technologies
(Titus, 1994) -
According to Dede (1998), the key to preparing children to function in a technology driven
society is to facilitate their ability to master sophisticated, globally-generated knowledge.
There is more information than teachers, textbooks and the social studies curriculum can
deal with. Because of the glut of information students are being exposed to, they need to
learn the skills to become information managers themselves. This includes the acquisition
of critical information literacy skills - skills that can be enhanced by the use of
computer technologies. According to Todd, Lamb and McNicholas (1992), information literacy
is the ability to use information purposefully and effectively. It involves the process of:
defining the tasks for which information is needed, locating appropriate sources of
information to meet needs, selecting and recording relevant information from sources,
understanding and appreciating information from several sources, being able to combine
and organize information effectively for best application, presenting the information
learned in an appropriate way, and evaluating the outcomes in terms of task requirements
and increases in knowledge. - 13 more annotations...
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Online Lectures: Benefits for the Virtual Classroom -- THE Journal
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Online Lectures: Benefits for the Virtual Classroom -
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Constructivist Learning Design Paper
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Fosnot (1996) has provided a recent summary of these
theories and describes constructivist teaching practice. Behaviorist epistemology
focuses on intelligence, domains of objectives, levels of knowledge, and
reinforcement. Constructivist epistemology assumes that learners construct
their own knowledge on the basis of interaction with their environment.
Four epistemological assumptions are at the heart of what we refer to as
"constructivist learning."- 1. Knowledge is physically constructed
by learners who are involved in active learning.2. Knowledge is symbolically constructed
by learners who are making their own representations of action;3. Knowledge is socially constructed
by learners who convey their meaning making to others;4. Knowledge is theoretically constructed
by learners who try to explain things they don't completely understand.
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Constructivism
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Rather
than have the teacher give the students facts and concepts concerning
a particular topic and expect the student to memorize or in some
way internalize that information, teachers would be more likely to
provide the student with learning experiences designed to allow the
student to discover the desired information -
Rather, the information gained in the context of experiences
and social interactions are more meaningful and relevant to the student
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CITE Journal - Social Studies
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Technology empowers students by engaging students in the learning process.
The nature of the task shifts from teacher centered to student centered. Given
the flexibility of technology to diversify tasks, the activity was designed
to build upon students’ prior knowledge and to address student interests. Research
indicates that challenging and engaging academic tasks that build upon students’
prior knowledge and enable students to construct their own understanding of
the content are more apt to enhance student motivation and increase student
self-confidence in their cognitive abilities (Brophy, 1983; Meece, 1991; Miller
& Meece, 1999). -
Additionally, the use of technology improves student interest due to students’
familiarity with the technology. - 9 more annotations...
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Toward technology integration in the schools: why it isn't happening.
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However, the same computer technology that permeates other
sectors of American society and helps to drive our industrial sector has
not been fully incorporated in the nation's schools (ISTE, 1999;
Morrison & Lowther, 2002). -
Only one-third of teachers reported that they
were well prepared to use technology in their classroom instruction
(NCES, 2000). - 7 more annotations...
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The Classroom of Popular Culture by James Paul Gee - Harvard Education Letter - November/December 2005
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Research shows that students learn
best when they learn in context—that is, when they can relate
words, concepts, skills, or strategies to prior experience. In fact,
many students are alienated from what they learn in school because
those connections and experiences are absent. -
To maintain their
competitive advantage, workers in industrialized countries will
need to go beyond a mastery of standardized skills to become flexible,
adaptive, lifelong learners of new skills. Yet U.S. schools are
focused more than ever on the “basics,” measuring their
success with standard-ized tests that assess standardized skills. - 3 more annotations...
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Maximizing the Potential of Computer-Based Technology in Secondary Social Studies Education
he Potential of Computer-Based Technology
in Secon-
he Potential of Computer-Based Technologyin Secon
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Computer Technology in the Social Studies: An Examination of the Effectiveness Literature (1996-2001)
However, the extent to which this potential
is being fully realized in the social studies classroom has not been sufficient-
ly explored.-
For educators to fully take advantage of the technology available, the technology must be infused more into dailyinstruction and not used as a mere appendage during one or two lessons (Berson, 1996). Yet, articles continually appear that merely list a wealth of Internet sites with little guidance on how the busy teacher can incorporate these resources into a lesson or project. -
However, the extent to which this potential is being fully realized in the social studies classroom has not been sufficient-ly explored.
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ED296950 1988-06-00 Computers in Social Studies Classrooms. ERIC Digest.
Use of these computer tools will require a substantial shift in the instructional process, a shift not yet evidenced in social studies classrooms generally (Ehman and Glenn 1987).
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Effects of Databases. As a tool to pursue inquiry,
social studies educators claim great potential for database use in
the classroom. The research to date lends support to these claims,
showing positive effects of database use on skills relating to
information processing (White 1987), data classification (Underwood
1985), and question asking (Ennals 1985). Ehman and Glenn (1987)
note that databases do not in themselves teach inquiry. Indeed, the
studies thus far underscore the centrality of teachers trained in
inquiry and of structure in instructional materials (White
1987). -
Dede (1987) expects
that more powerful "cognition enhancers" will be developed, which
will increasingly shift students' foci toward higher-level thinking
tasks required for solving ill-structured problems. Use of these
computer tools will require a substantial shift in the instructional
process, a shift not yet evidenced in social studies classrooms
generally (Ehman and Glenn 1987). - 1 more annotations...
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Instructional Design Strategies for Intensive Online Courses: An Objectivist-Constructivist Blended Approach Sue-Jen Chen
constructivist
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Modern technology provides multiple accessible forms of communication tools making this pedagogical change both possible and appealing. However, in a constructivist learning environment, to successfully promote active and meaningful learning, the instructor has to commit a significant amount of time and energy to develop complex, problem-based learning tasks; arrange an open and resource-rich learning environment; provide ample opportunities for social interactions; form and norm groups; offer a cognitive scaffold, continuously monitor and coach performance; and encourage collaboration and interaction to gain multiple perspectives. Students engaged in constructivist learning also have to spend a substantial amount of time and effort on their learning experience and on managing logistical tasks, such as coordinating with other group members. Compared with typical objectivist-based instruction, constructivist-based teaching and learning require more time and effort from both the instructor and the students (Cavanaugh, 2005 ; Hughes, Wickersham, Ryan-Jones, & Smith, 2002; Rajandran, 2003) -
Modern technology provides multiple accessible forms of communication tools making this pedagogical change both possible and appealing. However, in a constructivist learning environment, to successfully promote active and meaningful learning, the instructor has to commit a significant amount of time and energy to develop complex, problem-based learning tasks; arrange an open and resource-rich learning environment; provide ample opportunities for social interactions; form and norm groups; offer a cognitive scaffold, continuously monitor and coach performance; and encourage collaboration and interaction to gain multiple perspectives. Students engaged in constructivist learning also have to spend a substantial amount of time and effort on their learning experience and on managing logistical tasks, such as coordinating with other group members. Compared with typical objectivist-based instruction, constructivist-based teaching and learning require more time and effort from both the instructor and the students (Cavanaugh, 2005 ; Hughes, Wickersham, Ryan-Jones, & Smith, 2002; Rajandran, 2003) - 6 more annotations...
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