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Research on Technology in Social Studies Education Hardcover

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John Lee,

Adam M. Friedman

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Research on Technology in Social Studies Education Hardcover

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Overview

 

Despite technology’s presence in virtually every public school, its documented familiarity and use by youth outside of school, and the wealth of resources it provides for teaching social studies, there has been relatively little empirical research on its effectiveness for the teaching and learning of social studies. In an effort to begin to fill this gap in research literature, this book focuses on research on technology in social studies education. The objectives of this volume are threefold: to describe research frameworks, provide examples of empirical research, and chart a course for future research endeavors. Accordingly, the volume is divided into three overarching sections: research constructs and contexts, research reports, and research reviews...

The need for research is particularly acute within the field of social studies and technology. As the primary purpose of social studies is to prepare the young people of today to be the citizens of tomorrow, it is necessary to examine how technology tools impact, improve, and otherwise affect teaching and learning in social studies. Given these circumstances, we have prepared this collection of research conceptualizations, reports, and reviews to achieve three goals.

1. Put forward reports on how research is being conducted in the field
2. Present findings from well-designed research studies that provide evidence of how specific applications of technology are affecting teaching and learning in social studies.
3. Showcase reviews of research in social studies

CONTENTS
SECTION 1: RESEARCH CONSTRUCTS AND CONTEXTS. More to Follow: The Untapped Research Agenda in Social Studies and Technology, John K. Lee. Using the Affordances of Technology to Develop Teacher Expertise in Historical Inquiry, John W. Saye and Thomas Brush. Student-Created Digital Documentaries in the History Classroom: Outcomes, Assessment, and Research Design, Thomas Hammond and Bill Ferster. Conceptual Change and the Process of Becoming a Digital History Teacher, Philip E. Molebash, Rosemary Capps, and Kelly Glassett. SECTION 2: RESEARCH ON STUDENTS’ LEARNING IN SOCIAL STUDIES WITH TECHNOLOGY. Student and Teacher Perceptions of the WebQuest Model in Social Studies: A Preliminary Study, Phillip J. VanFossen. Multimedia-Based Historical Inquiry Strategy Instruction: Do Size and Form Really Matter? David Hicks and Peter E. Doolittle. SECTION 3: RESEARCH ON TEACHERS USING TECHNOLOGY IN SOCIAL STUDIES. If You Build It, Should I Run?: A Teacher’s Perspective on Implementing a Student-Centered, Digital Technology Project in His Ninth-Grade Geography Classroom, Sonja Heer Yow and Kathleen Owings Swan. Technology Integration: The Trojan Horse for School Reform, Cheryl Mason Bolick. The Effect of Teachers’ Conceptions of Student Abilities and Historical Thinking on Digital Primary Source Use, Adam M. Friedman. SECTION 4: RESEARCH REVIEWS. Utilizing the Power of Technology for Teaching with Geography, Tina L. Heafner. Artificial Intelligence in the Social Studies, Daniel W. Stuckart and Michael J. Berson. Digital History: Researching, Presenting, and Teaching History in a Digital Age, Fred Koehl and John K. Lee.

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Product Details

 

ISBN-13:	978-1-60752-279-9
Publisher:	Information Age Publishing
Publication date:	11/2009
Pages:	276

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English

Author

John Lee,

Adam M. Friedman

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9781607522799

Publisher

Information Age Publishing

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Mon, 03/23/2020 - 12:00

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Overview

 

Despite technology’s presence in virtually every public school, its documented familiarity and use by youth outside of school, and the wealth of resources it provides for teaching social studies, there has been relatively little empirical research on its effectiveness for the teaching and learning of social studies. In an effort to begin to fill this gap in research literature, this book focuses on research on technology in social studies education. The objectives of this volume are threefold: to describe research frameworks, provide examples of empirical research, and chart a course for future research endeavors. Accordingly, the volume is divided into three overarching sections: research constructs and contexts, research reports, and research reviews...

The need for research is particularly acute within the field of social studies and technology. As the primary purpose of social studies is to prepare the young people of today to be the citizens of tomorrow, it is necessary to examine how technology tools impact, improve, and otherwise affect teaching and learning in social studies. Given these circumstances, we have prepared this collection of research conceptualizations, reports, and reviews to achieve three goals.

1. Put forward reports on how research is being conducted in the field
2. Present findings from well-designed research studies that provide evidence of how specific applications of technology are affecting teaching and learning in social studies.
3. Showcase reviews of research in social studies

CONTENTS
SECTION 1: RESEARCH CONSTRUCTS AND CONTEXTS. More to Follow: The Untapped Research Agenda in Social Studies and Technology, John K. Lee. Using the Affordances of Technology to Develop Teacher Expertise in Historical Inquiry, John W. Saye and Thomas Brush. Student-Created Digital Documentaries in the History Classroom: Outcomes, Assessment, and Research Design, Thomas Hammond and Bill Ferster. Conceptual Change and the Process of Becoming a Digital History Teacher, Philip E. Molebash, Rosemary Capps, and Kelly Glassett. SECTION 2: RESEARCH ON STUDENTS’ LEARNING IN SOCIAL STUDIES WITH TECHNOLOGY. Student and Teacher Perceptions of the WebQuest Model in Social Studies: A Preliminary Study, Phillip J. VanFossen. Multimedia-Based Historical Inquiry Strategy Instruction: Do Size and Form Really Matter? David Hicks and Peter E. Doolittle. SECTION 3: RESEARCH ON TEACHERS USING TECHNOLOGY IN SOCIAL STUDIES. If You Build It, Should I Run?: A Teacher’s Perspective on Implementing a Student-Centered, Digital Technology Project in His Ninth-Grade Geography Classroom, Sonja Heer Yow and Kathleen Owings Swan. Technology Integration: The Trojan Horse for School Reform, Cheryl Mason Bolick. The Effect of Teachers’ Conceptions of Student Abilities and Historical Thinking on Digital Primary Source Use, Adam M. Friedman. SECTION 4: RESEARCH REVIEWS. Utilizing the Power of Technology for Teaching with Geography, Tina L. Heafner. Artificial Intelligence in the Social Studies, Daniel W. Stuckart and Michael J. Berson. Digital History: Researching, Presenting, and Teaching History in a Digital Age, Fred Koehl and John K. Lee.

Show more ▼

 

Product Details

 

ISBN-13:	978-1-60752-279-9
Publisher:	Information Age Publishing
Publication date:	11/2009
Pages:	276