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These tools have the power to stimulate the development
of intellectual skills such as inquiry, reasoning, problem solving and
decision making abilities; critical and creative thinking; and, learning how
to learn (Rose & Ferlund 1997).

Dwyer et al. (1991) suggest
that to maximize the benefits of computer use it is important to shift the view
of learning from "knowledge instruction" to "knowledge construction."
According to the knowledge construction view, the more important knowledge is
that which is constructed by the students rather than that which is transmitted
by the teacher. Teachers who support this view recognize the importance of the
active involvement of their students in learning and the need for a learning
environment that encourages students' independent exploration of ideas.
Here, the teacher's most important roles are as tutor, co-learner and facilitator
of students' explorations (Budin 1991).

Less emphasis is
placed on acquiring and presenting information and more on constructing knowledge,
making meaning, drawing on personal life experience and taking responsibility for
learning (Jonassen 1996).

According to David Jonassen (1996), an expert in the area of constructivist
uses of computer technologies, what is more important is the students' engagement
in cognitive partnership with the technology so that the computer becomes a mind
tool for critical thinking.

A WebQuest is one example of the
problem-based learning approach to the use of the Internet that has a lot of potential
for both teachers and learners of social studies. A WebQuest is a computer-generated
tool that presents students with a challenging task, scenario, or a problem to solve
using both computer and non-computer based resources
(see for example ).

They can provide
quicker and easier access to more extensive and current information for students
(Boldt, Gustafson & Johnson 1995).

Individuals are enabled to
develop further their own unique strengths by being able to access information through
their preferred learning style and through opportunities to represent their learning in
a variety of ways (Wade 1995). Determining more of the direction for their learning creates
feelings of independence and empowerment, promotes creativity, and increases students'
active involvement in their learning, thereby making their learning more personally relevant
(Peck & Dorricott 1994).

In addition, students are more motivated to explore ideas further using the computer
(Morden 1994).

Consequently, students write increased amounts, more effectively
and with more fluidity (Dwyer 1994).

Students need to learn how to frame research questions
in order that the information being accessed from the vast pool of what is available is relevant
to their query. Electronic sources such as the Internet provide current, in depth, firsthand
information and allow for communication with peers and experts around the world. Students also
need the skills to be able to make sound judgments about the vast pool of information they are
now able to access through tools such as the Internet because of the variable quality and
reliability of information. Since there are no official gatekeepers for Internet postings,
students need to learn to be their own critical judges and censors. Without instruction and
practice in how to critically examine and make informed choices, information gathering can
become a mindless exercise in which quantity overrides quality (McKenzie 1997). According to
McKenzie (1997) it is important to question the kind of information being accessed, how that
information is presented, what is being done with it, and when it becomes too much. The abundance
of material accessible, especially via the Internet, can result in students easily getting
side-tracked and spending a great deal of time off task (Gibson & Hart 1996). Furthermore,
this sort of information-gathering exercise does little to promote historical thinking and
understanding, including being able to distinguish between knowing "that" something happened
versus knowing "how" to make sense of the event (Yeager & Morris 1995).

Students need to be encouraged to conscientiously use critical thinking skills to make both
appropriate and ethical choices when using computer generated information, just as they would
for making judgments about other resource materials being used in the classroom (Risinger 1998).

As Jamie McKenzie (1997, 2) states that we need a
generation of highly skilled "free range students capable of simultaneously grazing the Net
and reading deeply." Students will also need skills to organize greater masses of information
in effective ways because of the abundance of sources available to them. Additionally, they
will need direction and frequent opportunities for meaning making, for applying the skills of
drawing conclusions from data and for representing their learning for the benefit of others
and themselves.

With the assistance of computers, teachers can encourage more effective and thoughtful
utilization of information by enhancing the skills required for information access,
discrimination and application.

Increased enjoyment in learning is related
to students’ natural affinity for computer-based instruction; consequently,
social studies can become a more attractive subject when computers and the Internet
are included as teaching tools (Cassutto, 2000, pp. 100-101).

Research touts
technology use in social studies as a purposeful method of instruction to best
meet the needs of students and to promote student interest in the task (Berson,
1996; Martorella, 1997; White, 1999).

Additionally, technology enables students to accomplish more than they could
without the use of technology. Technology affords students opportunities to
access information and resources to create products far beyond their perceived
capabilities. Research identifies the benefits of technology integration as
the technical aspects to enhance the quality of work, promote access to resources,
positively impact student learning, and promote student metacognitive skills
(Heafner & McCoy, 2001; Scheidet, 2003). With the improved output, students
take pride in the products they create, which increases their self-efficacy.
This self-efficacy can have a positive impact on overall student motivation.
As Brophy (1983) contended, student motivation improves with students’ increased
self-confidence in their abilities to complete the academic task.

Typical instructional approaches utilized in social studies classes emphasize
ability-related activities such as memorization and rote learning (Martorella,
1997). In contrast, technology facilitates the development of decision-making
and problem-solving, data-processing, and communication skills (National Council
for the Social Studies, 1994). Instruction that builds upon these higher order
tasks generates a collaborative learning environment that promotes self-worth
and enables students to overcome task-avoidance (Covington, 1984). Using technology
to complete assignments changes the learning environment to focus on mastery
learning while promoting cooperative learning. Class is less structured and
diminishes traditional views of competition as a means to motivate.

As presented
in the case, increased peer communication and collaboration were positive outcomes
of technology integration. Students felt secure in sharing their knowledge and
skills with their peers in the noncompetitive computer lab environment. This
behavior contrasted with behaviors exuded in the traditional classroom, where
students avoided tasks and engagement with their peers.

Too often teachers sacrifice student
interest for content coverage. In a high stakes testing environment, social
studies teachers are entrenched in methods that rely heavily on lecture and
discussion. This teacher-centered classroom structure does not offer much
opportunity for motivating students to take an interest in social studies
content. Students have no motivation to learn social studies beyond the common
justification of “it will be on the test.” This lack of student interest
inhibits student development of metacognitive skills, which greatly impacts
student achievement.

To develop a more nurturing and engaging learning environment that promotes
cognitive growth, social studies teachers need to incorporate instructional
practices that are student centered.

This article advocates the use of technology as a means to
motivate students by engaging students in the learning process

Consequently,
social studies teachers should incorporate various instructional methods that
provide students with diverse, engaging, and challenging tasks to meet the needs
of all students. This is what technology affords educators and why technology
has the potential to impact student motivation positively and, subsequently,
student learning. The potential that technology offers to positively affect
student achievement is sufficient reason to integrate technology as a means to
motivate students to learn social studies.