Integrating Technology in My High School Social Studies Classroom
The utilization of technology in education has gained a lot of popularity in the recent years. Great enhancements in computer software and hardware in the past decades have been noted and this has resulted to the increase of computer integration in education. The employment of computers in education unlocks a fresh area of knowledge in addition to providing a means which has the capability to change some of the inefficient and traditional educational techniques (Asan, 2003). Currently, the modernization of educational systems on the basis of data and communication technologies is thought of as very essential (ICT), in terms of literacy for the information society (Orhun, 2003, p.1; Acikalin & Duru, 2005).
The environment of the modern schools provides students with plenty of chances to conduct conversations. The students have the chance to debate, converse, tackle issues, and make certain bargains concerning their daily lives in the cafeteria, hallways, and even on the bus, frequently under minimum adult supervision. In the classrooms, however, the students are generally provided with very minimal opportunities to sharpen their discussion skills in an academic environment, frequently referred to as "classroom discourse." Cazden (1988) analyzed classroom discourse and established that this advancement in learning methods provides students with the chance to take part in the classroom conversations which they rarely conduct on their own. Through the utilization of classroom discourse, students can, and frequently do, learn more fully by conversing with their colleagues in class than being just addressed to by the teacher (Roberts, 2013).
The NCCS standards encourages the utilization of technology in social studies as a way of teaching civic participation in addition to affording chances for meaningful critical thinking activities (NCCS, 1999). Both national and state proposals concentrate on training of teachers as a way of conquering the shortages from simple technological exposure and to support the employment of technology in the classrooms. Constant attempts are made to further amend and enhance national technology standards and certification for teacher educational programs, as demonstrated in The National Educational Technology Standards (NETS) Project of the International Society for Technology in Education (ISTE, 2000). The proposals yielded standards for the teacher education programs on formative preparation of the prospective teachers in the utilization of technology in the classroom (ISTE, 2000). The NETS project is a combined effort between the International Society for Technology in Education (ISTE) and between the National Council for Accreditation of Teacher Education (NCATE). The outcome is the NCATE endorsed National Standards for Technology in Teacher Preparation and National Accreditation intended for programs featuring in technology teacher training and educational computing (NCATE, 2001). This extra certification stresses that teacher training programs should offer sufficient admission to computers and other kinds of technology, and anticipate students and faculty to be capable of successfully utilizing it (NCATE, 2001; Whitworth & Berson, 2003).
The drive for the addition of technology in the social studies and the attempts made in coming up with standards for technology in the same may instigate an increase in numerous kinds of technology use in the syllabus. The outcomes of this symbolize small movements towards including numerous technological developments across the field. The results, however, disclose that the most common uses of technology in social studies are internet utilization and obtaining of data on the web (Whitworth & Berson, 2003).
Classroom technology integration strategy
Technology has played dual roles within social studies: as both essential instructional devices, and as entities that have considerable influence on the social, economic and political performance of the American community (Berson, 1996, p. 486). Social studies teachers should hence be more informed of the transformations brought by technology today and attempt to manifest this transformation in their own classrooms. The social studies curriculum, unluckily, has not been greatly influenced by this technology transformation and technology's special task in the development of social studies is not extensively appreciated (Martorella, 1997; Whitworth & Berson, 2003). Like Becker's discovery, other studies have illustrated that social studies teachers drop behind other content area teachers in the implementation of novel teaching techniques offered by technology (Robyler, Edwards & Havriluk, 1997). Currently, there has been a slight emergence of innovative and modern uses of technology in social studies. The majority of the social studies teachers have began to employ technology, particularly the internet. A literature review of computer technology, however, suggests that computers continue to perform the main task of easing the student's access to the subject matter and remain somehow consigned to being an addition to the usual...
These benefits arise because of implementing both assistive technologies and Information Communication technology (ICT). The implementation of technology in classrooms usually has benefits to both the disabled students as well as the teachers (Kirk, Gallagher, Coleman, & Anastasiow, 2012, p.240). The general benefits of use of assistive technologies and ICT in teaching students with learning disabilities include greater learner autonomy and unlocking hidden potential with those with communication difficulties.
Article Summary The study by Jiang, Tang, Peng and Liu (2018) looks at using social networks as a tool to facilitate collaboration among students and interaction between teachers and students in a Chinese high school. The investigations into the utility of social networks were conducted among various design and technology classrooms in high schools throughout China. Based on the findings, Jiang et al. (2018) were able to produce a theoretical framework
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