Research on technology in social studies education
Title: Research on technology in social studies education
Authors: John Lee, Adam M. Friedman
Publisher: Charlotte, NC : Information Age Pub., c2009
Call no.: LB1584 .L396 2009
From the Publisher:
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 book is divided into four sections. The first section of the book includes three descriptions of research constructs and contexts in social studies and technology. The second section is focused on research reports from studies of student learning in social studies with technology. The third section contains research reports on teachers’ pedagogical considerations for using technology in social studies. In the fourth and final section, we present work that broadly reviews and critiques research in focused areas of social studies and technology. This volume contains twelve chapters, each of which focuses on social studies content and pedagogy and how the field is affected and enhanced with technology. The volume includes research and theoretical works on various topics, including digital history, digital video, geography, technology use in the K-12 social studies classroom, and artificial intelligence.
About the Authors
John Lee is associate professor of social studies and middle grades education in the Department of Curriculum and Instruction of North Carolina State University. He serves as the co-editor of the social studies section of Contemporary Issues in Technology and Teacher Education and is the K-12 editor for the Journal of the Association for History and Computing. For nine years he taught middle and high school social studies. His publications have appeared in Social Education, Social Studies International Forum, Theory and Rescarch in Social Education, the Journal Computing and Teacher Education and the International Journal of Social Education among others. He conducts research on digital history and the development of pedagogical content knowledge.
Adam Friedman is an associate professor of Social Studies Education at Wake Forest University, and was formerly a high school social studies teacher. His research interests focus on the factors that encourage and barriers that impede integration of technology into the K-12 social studies environment as well as teacher education. A particular interest of his is how K-12 social studies teachers use technology, particularly digital history resources. Among his current research projects include:
* The use of mobile technology in social studies education,
* The use of Web 2.0 tools in social studies and citizenship education,
* A North Carolina-wide survey that studies how social studies teachers utilize the Internet,
* The impact of Massive Multiplayer Online Role Playing Games (MMORPGs) on citizenship education,
* A longitudinal study of technology use among College and University Faculty Assembly (CUFA) members.