ERIC Number: ED490637
Record Type: Non-Journal
Publication Date: 2005-Oct
Reference Count: 44
Toward Assessing Internet Use in the Social Studies Classroom: Developing an Inventory Based on a Review of Relevant Literature
Shiveley, James M.; VanFossen, Phillip J.
Online Submission, CITE: Contemporary Issues in Technology and Teacher Education Journal Oct 2005
This study conducted a review of the literature related to the use of the Internet for general classroom teaching and, more specifically, for the teaching of social studies. The study first focused on three questions: what research is being conducted on defining best practice related to the use of the Internet, what is the impact of various types of Internet use on K-12 student learning, and what is the impact of various types of Internet use on powerful social studies teaching and learning? The answers to these questions then served as a starting point for describing a set of holistic guidelines for Internet use in social studies classrooms. The literature review on the use of the Internet, both for general classroom teaching and in the social studies classroom, found that, while much is said about the potential of the Internet and various examples described in which it can be utilized, little research has been conducted on its impact on student learning and on the in-service use of the Internet use in social studies classrooms. The study also indicated that many teachers do not use the Internet on a regular basis and, for those teachers who do use the Internet, it is employed without changing their traditional approach to teaching. The recommendation from this study was to utilize the NCSS Position Statement on Powerful Teaching and Learning in the Social Studies as a guide to assist in developing a more structured and intentional use of this medium. To this end an inventory of Internet use based on the tenets of Powerful Teaching and Learning was provided along with examples on how each domain of the inventory could be used in the social studies classroom.
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Authoring Institution: N/A