High school social studies students’ uses of online historical documents related to the Cuban Missile Crisis
John Lee, Georgia State University, United States ; Guy Clarke, Cherokee High School, United States
Society for Information Technology & Teacher Education International Conference, in Albuquerque, New Mexico, USA ISBN 978-1-880094-47-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This paper will report on the findings of a research study conducted to determine the usability and pedagogical qualities of two Cold War related online collections of historical documents. The study was conducted in three 11th grade U.S. history classes. Data in the form of the students' work, interviews with students, and classroom observations was analyzed using the constant comparative method. Findings indicated that both online collections were of limited value because of poor design and inadequate pedagogical interfaces. We found that in order for web sites that feature historical documents to be used in high school social studies classes, pedagogy must be an integral part of the deign of the site. Without pedagogical intent in the design, resources are difficult to find, hard to manipulate and of limited value for students who are doing the kind of closed ended or short term inquires that are common in high school social studies.
Lee, J. & Clarke, G. (2003). High school social studies students’ uses of online historical documents related to the Cuban Missile Crisis. In C. Crawford, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2003--Society for Information Technology & Teacher Education International Conference (pp. 3135-3140). Albuquerque, New Mexico, USA: Association for the Advancement of Computing in Education (AACE).