Guidelines for Using Technology in the Social Studies Classroom

Bennett, Linda

doi:10.3200/tsss.96.1.38-40

Cited by 13 publications

(4 citation statements)

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“…With over 90% of school age youth using the Internet, and ages 12-17 representing the largest and fastest growing segment of users [81,82], educators in general are going to have to rethink how they go about teaching an increasingly digital student body. In this regard, my study supports an emerging body of literature on technology in social studies education [4,31,39,83,84].…”

Section: Discussionsupporting

confidence: 81%

Investigating Student Use of Technology for Engaged Citizenship in A Global Age

Maguth

2012

Education Sciences

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This study undertook a five month qualitative investigation into technology use amongst twelve high school social studies students in two different sites in the Midwestern United States. This study examined students’ use of technology and its relationship to three dimensions of citizenship in a global age: understand global events, issues, and perspectives, participate in global networks to communicate and collaborate with global audiences, and advocate on global problems and issues to think and act globally. Collecting data through semi-structured student interviews, online-threaded discussions and document analysis, I triangulated findings, and employed a qualitative approach. The study finds a relationship between student participants’ use of technology and their serving as engaged citizenship in a global age. In using technology, students accessed international news and information, joined global networks to communicate and collaborate with global audiences, and produced digital content for international audiences

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Section: Discussionsupporting

confidence: 81%

Investigating Student Use of Technology for Engaged Citizenship in A Global Age

Maguth

2012

Education Sciences

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“… Using computer blockers or television V-chips to restrict program participants' television and Internet viewing to age-appropriate programs or Internet sites;  Referencing Web sites associated with federal media mandates (such as the Children's Internet Protection Act, Children's Online Privacy Act, and Family Educational Rights and Privacy Act) to help develop appropriate technology guidelines; 64 and  Limiting the amount of program time that participants may spend on the computer or watching television.…”

Section: Strategy 3: Provide Guidelines and Role Modeling To Program mentioning

confidence: 99%

Incorporating Technology Into Out-of-School Time Programs

2010

PsycEXTRA Dataset

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BACKGROUNDChildren and youth are growing up in an increasingly technology-saturated world. Digital devices, the Internet, and interactive media have become ubiquitous. 1,2 As a result, young people are not only becoming expert users of technological devices, but technology and technologically-based learning environments are extending student learning beyond the conventional classroom. 3,4,5 This brief draws on results from non-experimental research and the insights of practitioners to outline the benefits, challenges, and strategies associated with incorporating technology into out-of-school time programs. WHY USE TECHNOLOGY IN OUT-OF-SCHOOL TIME PROGRAMS?Technology can strengthen the activities offered by out-of-school time programs and broaden participants' educational opportunities in a variety of ways. It can be used to: Supplement in-class instruction. Technology can be used to reinforce concepts introduced to program participants while in school. Computer software, in particular, can enable students to visualize, communicate, and practice in-class concepts. 6,7 For example, one urban school district allocated funding to local afterschool programs to provide computer-based tutoring for students at risk of failing a class or grade level. Teachers reported that the afterschool activities reinforced what students learned in the classroom and improved students' standardized test scores. 8The opportunity to hone technologically-based skills can provide program participants with opportunities to practice and apply new concepts and, subsequently, prepare program participants for a technologically-based society and workforce. 9,10 For example, video production students at Bemidji High School in Minnesota, film, edit, and broadcast the school's televised Friday announcements, which they call "Lumberjack Live." The experience spurred many of the students who participated in the project to study mass communications in college or become freelance videographers following high school graduation. 11 Research indicates that when people participate in such authentic learning-that is, when they develop knowledge and skills within the context or situation in which they are likely to use the knowledge and skills-they are more likely to understand concepts and apply them in the future. 12,13  Build links with online information. Internet and computer software can provide students with a wealth of easily accessible information by linking related information to online documents. 14 One example is an online article on President Obama's first trip to Europe. 15 Such links allow students to connect with relevant information, and research has found that such connections promote knowledgebuilding. 16  Provide information to program participants in diverse locations and time zones. Internet access can unite youth from urban, rural, and suburban communities across the United States and link U.S. …information on how to incorporate technology into out-of-school time programs.. March 2010 The organization's Web site also provides instruc...

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“…While the development of Acceptable use policies provides formal guidelines for technology-related behavior, Bennett (2005) suggests that discussions of suitable practices represent appropriate parts of technology-related instruction. However, these discussions are insufficient.…”

Section: Privacymentioning

confidence: 99%

Ethical issues in instructional technology: an exploratory framework

Lucey

Grant

2009

Multicultural Education &Amp; Technology Journal

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Purpose-The purpose of this paper is to explore a framework for considering moral K-12 instructional technology. It seeks to examine the extent that development of technology policies consider and respect affected parties' interests. Design/methodology/approach-Interpreting morality as an economic concept that involves a reconciliation of societal members' diverse needs and wants, the authors describe moral instruction technology use as a negotiation of administrative, teaching and learning needs along five continua defined by Mason, in 1986 and Peace and Hartzel in 2002: property, freedom of speech, privacy, accessibility, and accountability. The paper commences with observations concerning research into technology-based empowerment and associated ethical issues. It then describes the five continua of ethical instructional technology challenges within the contexts of K-12 settings. Findings-The authors encourage research through observational and survey studies to clarify understandings of these continua. Although presented separately, they acknowledge that these dimensions overlap and interact to comprise a mesh of moral dilemmas. If morality represents a concept designed to balance societal powers, then implementation of moral instructional technology processes respects the views of all educators. The authors argue that how educators interpret technology's placements along these moral continua have important consequences for practice. They encourage research that interprets these relationships and how they may best support classroom processes. Originality/value-The paper presents an exploratory framework, offering insights into ethical issues in instructional technology.

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Guidelines for Using Technology in the Social Studies Classroom

Cited by 13 publications

References 0 publications

Investigating Student Use of Technology for Engaged Citizenship in A Global Age

Investigating Student Use of Technology for Engaged Citizenship in A Global Age

Incorporating Technology Into Out-of-School Time Programs

Ethical issues in instructional technology: an exploratory framework

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