Technology and Disciplined Inquiry in the Social Studies
Mark J. Hofer, The College of William & Mary, United States ; Kathy Swan, University of Kentucky, United States
CITE Journal Volume 14, Number 1, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
More than 15 years ago, Martorella (1997) asked what has now become a seminal question in the field of social studies and technology; that is, "Which way to the sleeping giant?" (p. 511). He suggested a number of roles that technology can play in the social studies classroom. Although these roles are certainly relevant in 2014, the roles of computer (as well as other digital technology tools and resources) as a means to deeper engagement with content and as a means for students to share their understanding in rich, divergent ways have emerged as two of the more robust opportunities for technology in the social studies. In these 17 years researchers have begun to explore ways in which technology can support disciplined inquiry in the social studies—particularly in terms of engaging students in historical thinking and providing students with opportunities to demonstrate their understanding of social studies skills and concepts through the creation of content. In this piece we trace efforts to engage students in these two learning opportunities for technology in the social studies.
Hofer, M.J. & Swan, K. (2014). Technology and Disciplined Inquiry in the Social Studies. Contemporary Issues in Technology and Teacher Education, 14(1), 25-30. Waynesville, NC USA: Society for Information Technology & Teacher Education.
© 2014 Society for Information Technology & Teacher Education