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Experiences of Elementary School Students Using Digital Primary Sources to Engage in Historical Inquiry
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, Boise State University, United States ; , University of South Florida, St. Petersburg, United States

Society for Information Technology & Teacher Education International Conference, in Phoenix, AZ, USA ISBN 978-1-880094-55-6 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

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Abstract

This paper will present findings from a qualitative study that examined the use of digital primary sources in developing historical inquiry and perspective with fifth and sixth grade students. Traditionally, primary sources have rarely been used in elementary classrooms. The students' overwhelmingly indicated that the use of digital primary sources made history 'come alive' for them. Not surprisingly, much time was initially spent on helping the elementary students understand primary sources. Many of these students had never formally or in a school setting engaged in historical inquiry or been asked to consider historical perspective. The classroom teachers indicated that their students were more 'engaged' in social studies than they been previously. Both teachers indicated that the use of digital resources allowed their students to connect with resources outside of the classroom and to engage in disciplined inquiry.

Citation

Franklin, C. & Waring, S. (2005). Experiences of Elementary School Students Using Digital Primary Sources to Engage in Historical Inquiry. In C. Crawford, R. Carlsen, I. Gibson, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2005--Society for Information Technology & Teacher Education International Conference (pp. 3818-3820). Phoenix, AZ, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 6, 2024 from .

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References

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