There is no doubt that integrating technology in the social studies classroom allows us to virtually journey around the world and travel in a time machine. We can communicate with others (through email, video chat, or shared online documents), take virtual field trips to remote destinations or museums, explore geography through GPS coordinates, and investigate primary sources. Social studies is an thriving environment for these kinds of interactive and exploratory tools, particularly when we are concerned with creating students who are adept at collaboration, effective communication, global citizenship, and multicultural appreciation. Nevertheless there are some obstacles to consider when integrating technology into the S.S. classroom. These concerns or potential barriers include: Curricular priority, number of resources, reliability of sources, and the fear of decreasing the “social” aspect of social studies. Nevertheless, these obstacles can be avoided with specific planning or instructional foresight.
One principle obstacle in technology integration is the issue that social studies is not considered as “essential” a subject as math or language arts. Because there are no high stakes tests in social studies, these classes and their needs can often be left behind in favor of maximizing student success in more “critical” disciplines (Boughan & Kerwin). As a result, there is less time devoted to this coursework in the curriculum, fewer professional development opportunities catering to a social studies focus, and less budgetary allocations for social studies programs or subscriptions. To move beyond the barrier of time, teachers must plan for home learning to extend their social studies lessons, allowing more time for investigation and problem-solving. Some of this home learning may involve students practicing new software or research skills, as there may not be enough time in the school day to introduce software, review supplemental skills, and teach course content. If there are fewer opportunities for school-endorsed professional development, teachers must be proactive in their quest for new tech tools and strategies. They can join social studies teaching online forums and subscribe to RSS feeds from trusted teacher blogs. With regard to smaller budgets, there are a plethora of free online resources (from government agencies, museums, or non-profits such as PBS or Smithsonian) that offer primary sources, virtual field trips, and teacher lesson plans. A bit of internet investigative work will lead to materials for almost any social studies theme or subtopic.
When it comes to students using the internet for social studies materials, however, the task can sometimes be a bit too daunting! There are just so many items to sift through. If students are tasked with researching a topic or finding support for their opinions, students can end up wasting valuable instruction time pouring over excessive numbers of websites. The solution to this, which is a tall but important order, is to explicitly teach student how to “refine” the information that comes to them. They must evaluate their sources. Basically, anyone can put anything on a website. There are no constraints of peer review or editorial oversight (Shaver, 1999, p. 17). In addition, search engines are not refined in the results they provide. It's like “...walking into a library with over 320 million documents and no card (on line) catalog” (Shaver, 1999, p. 19). In addition, many students use superficial criteria for assessing the quality of a message, such as its layout, color scheme, easy of access, and graphics. Students must be reminded to verify the information they find online, as our tendency is to uncritically trust information we find from whatever source (The Knight Commission). A solution is to help students improve their online research skills, with the help of a school librarian. They must learn how to use keywords and filters effectively. Another concern is that the information they encounter may not be appropriate for their developmental age or intellectual abilities. Students, again, must be taught how to automatically assess these websites. They must also be taught how to summarize key information to avoid the perils of “cutting and pasting” when ideas appear too complex to synthesize. Another solution is for teachers to pre-select the internet sources they would like the students to use. This ensures they are reliable and compatible with the students' developmental levels.
In using internet resources in the social studies classroom, concerns are raised about the reliability and point-of-view of websites students use for culturally sensitive issues. Classroom materials should be void of propaganda, which can be difficult in the “wild west” internet landscape. First of all, it’s difficult to know the source. “The Internet blurs the lines between amateur and professional, between entertainment and marketing, between information and persuasion. We experience a ‘context deficit,’ where information about authorship is often unavailable, masked or entirely missing” (The Knight Commission). Just as students need assistance in evaluating the quality and “user-readiness” of a website, they also need help in evaluating its contents for context and subtext. Students must learn how to recognize bias. A solution is to spend time teaching media literacy and consumer skills. They must practice thinking critically about the author/source and purpose of the materials they are accesses. Especially with “current events” materials, students should “recognize the constructed nature of the digital environment and how it shapes personal and social action” (The Knight Commission). They can be taught to be conscious consumers. As teachers, we must make it a priority to incorporate learning aids that are not overly commercial or politically polarized.
Another obstacle in the use of technology in the social studies classroom is the perception that computer use is relatively isolating, taking the “social” out of social studies. Critics fear that real field trips and live, lively discussion will be replaced by digital artifacts and televised reenactments. A solution to this fear is to demonstrate how social learning communities can be established through internet use. In many cases, these are more global in scope and interactive in nature than they would be confined to the four walls of the classroom. (It is important to note that an obstacle to this goal may be restricted access to social media sites in school. This would involve speaking to administration and technology teams to find ways to address or circumvent these barriers.) In addition, teachers can provide other learning experiences within the classroom that utilize tech tools to support (vs. replace) face-to-face interaction, such as debates and project based learning activities. Computers should neither be replacing the role of teacher nor eliminating social interaction in any social studies program.
Overall, effective use of technology in social studies involves focusing on the development of content area knowledge and skills in conjunction with critical thinking and analytic behaviors about the media in use. Technology tools should serve to supplement, enhance, and extend the lessons developed in alignment with required objectives. In addition, creating a community of learners in the social studies classroom (with the help of social media tools) can serve as a model for societal interaction. “Engaging with people different from ourselves helps us clarify our own ideas, look at the world for different viewpoints, and in the process, deepen our own learning and develop a sense of connectedness to the people around us.” (The Knight Commission). Obstacles in technology integration can be resolved with planning and a change in perspective.
Please view my example of social studies technology integration that helps tell the story of westward expansion in the United States through the use of primary documents and Google maps.
Resources
Boughan, K., and Kerwin, M. (2006). Technology in social studies. Retrieved from http://schoolcomputing.wikia.com/wiki/Technology_in_Social_Studies
Roblyer, M. D., and Doering, A. H. (2013). Integrating educational technology into teaching: Sixth edition. Boston: Pearson
Shaver, J. P. (1999). Electronic technology and the future of social studies in elementary and secondary schools. Boston University Journal of Education, 181(3). Retrieved from http://www.bu.edu/journalofeducation/files/2010/12/BUJOE-181.3.shaver.pdf
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