Home PublicationsJRTEPast IssuesVolume 34 Number 1

	Edited by Dr. David J. Ayersman, Mary Washington College, and Dr. W. Michael Reed, New York University
formerly Journal of Research on Computing in Education

Volume 34 Number 1 Fall 2001

Using Stand-Alone Web Modules to Integrate Technology into Secondary Social Studies Methods Instruction

Lee H. Ehman
Indiana University

Abstract
Modules to teach appropriate integration of technology into social studies teaching were pilot-taught in a secondary social studies methods course. The modules emphasized the World Wide Web as a resource for teachers and students. Qualitative and quantitative evidence showed that most students valued, understood, and were able to use the Web in planning instruction. No conclusions can be drawn about the effect of the modules or instruction on the methods students, however, and the freestanding module approach does not appear to lead automatically to technology integration into teacher education courses or programs. The revised modules are available on the Web for other methods instructors to adopt or adapt. (Keywords: social studies teacher technology use, teaching methods courses, technology infusion, Web teaching modules, Web-based instruction.)

Web Link

NCREL Learning With Technology in Higher Education Project: Secondary Social Studies Methods Course Technology Infusion Modules: www.indiana.edu/~leeehman/ncrel/overview.html

Contributor

Lee Ehman is a professor of education at Indiana University. He teaches courses for preservice and inservice teachers about technology use in classrooms, and introductory research.

Contact

Appendix A

Module Descriptions

Module 1: Engaged Learning

Context: This module can be completed in one 75-minute class period. It provides conceptual material, principally engaged learning, for subsequent modules and assignments such as lesson/unit planning and curriculum standards.

Description: This module introduces the concept of engaged learning through readings and discussion, and engages students in applying the concept by analyzing a NCREL Captured Wisdom Scenario, a video/CD-based depiction of a social studies unit, called Historical Fiction.

Module 2: Planning a Social Studies Lesson

Context: This module can be completed in one 75-minute class period. It introduces lesson planning concepts and categories through analysis of a teacher’s unit, rather than requiring students to create their own lesson ideas while simultaneously learning the lesson planning framework. It should be completed before modules and assignments on microteaching and lesson/unit planning.

Description: This module builds upon the first module’s development of the engaged learning concept, and focuses on lesson planning by involving students in analyzing a NCREL Captured Wisdom Scenario, a video/CD-based depiction of a social studies unit called Trash Talk, with the categories of NCREL’s Lesson Planning Framework (NCREL, 1997).

Module 3: Social Studies Curriculum Standards

Context: This module can be completed in one 75-minute period. It assumes that some attention has already been devoted to alternative social studies curriculum goals and perspectives. It should be completed before lesson and unit plan assignments.

Description: This module introduces students to national curriculum standards and state proficiencies used in lesson/unit/course planning. The standards and proficiencies are used as interpretive concepts while analyzing two NCREL Captured Wisdom Scenarios, Historical Fiction and Trash Talk. A short reading on implementing social studies standards through Internet-based lessons and units is also used.

Module 4: Print and Computer-Based Tools for Social Studies Research and Lesson/Unit Planning

Context: Two 75-minute class sessions are needed for this module, one of which requires use of a Web-capable computer lab/classroom. It is one necessary prerequisite for the lesson and unit planning assignments.

Description: This module introduces students to a range of print and computer-based resources useful in curriculum planning and their future pupils’ research in social studies subjects. Activities include a tour and demonstration of library resources, as well as small group work in planning use of computer-based materials for instruction.

Module 5 Title: Planning Social Studies Lessons, Units, and Courses

Context: This module can be completed in two 75-minute class periods. It is assumed that the group-based unit planning activity will be done in the latter part of one 75-minute period and the first part of the subsequent 75-minute period. This activity requires use of a Web-capable computer lab/classroom.

Description: This module reinforces, through student application, NCREL’s lesson planning framework. It uses a NCREL Captured Wisdom Scenario, a video/CD-based depiction of a social studies unit called The Jane Goodall Story, and it involves students working in small groups to adapt the model unit to outline a history unit based in part on Web-based information.

Module 6: Accessing and Evaluating Web-Based Information

Context: This module can be completed in one 75-minute class period. A computer classroom with Web access is necessary.

Description: This module introduces students to concepts and approaches related to accessing and evaluating the authenticity and validity of Web-based information of use in social studies teaching and learning. It uses the existing Widener Library sites as references for criteria and processes for evaluating Web information, and incorporates lecture, demonstration, and discussion of three articles about Web information issues in social studies teaching.

Module 7: Creating WebQuests for Social Studies Instruction

Context: Two 75-minute class sessions plus one or more open computer laboratory sessions with individual assistance are needed for this module, and should be taught after all six other modules. It requires a computer classroom with Web connectivity. The instructor can view this module as an "elective" if WebQuest site construction appears beyond the needed computer infrastructure and support levels. If so, the introductory part of the module, with the introduction and evaluation/comparison of existing WebQuests, can be retained.

Description: This module teaches students required knowledge and skills for constructing social studies WebQuests as a form of lesson or unit planning. WebQuests are structured units of activities, are accessed by students on the Web, and incorporate print and Web materials within a framework of engaged learning.

Appendix B

Social Studies Methods Class Schedule

Written Assignments (in ALL CAPS), and Modules (in Bold)

Fall 1998

Week 1, days 1–2 Defining the social studies

Week 2, day 1 Defining ss continued; introduction to class Web site; sign up for social studies listserv; Module 4, print & computer-based tools for social studies research and lesson/unit planning

Week 2, day 2 Module 1, engaged learning and technology

Week 3, day 1 Module 2, lesson planning and technology

POSITION PAPER

Week 3, day 2 Effective teaching in social studies

Weeks 4–5 Micro-teaching

Week 6, day 1 Module 3, social studies curriculum standards

Week 6, day 2 In-class midterm examination

Week 7, days 1 & 2 Issues in the social studies: multiculturalism; feminism

Week 8, day 1 Module 6, accessing and evaluating Web-based information

Week 8, day 2 Social studies textbooks

Week 9, day 1 Research and planning social studies units and courses

Week 9, day 2 Practical classroom teaching strategies

TEXTBOOK & WEB SITE EVALUATIONS

Week 10, day 1 Module 5, planning social studies lessons, units, and courses

Week 10, day 2 Guest speaker on social studies curriculum and instruction

Week 11, day 1 Guest speaker on law-related education and "We The People…" projects

ANNOTATED WEB BIBLIOGRAPHY

Week 11, day 1 Microteaching

Week 13, day 2 Through

Week 14, day 1 Unit planning

Week 14, day 2 Assessment of student learning

Week 15, day 1 Classroom management

UNIT PLANS

Download the full article (PDF, 48 KB, 8 seconds PDF Instructions)

Copyright © 2001, ISTE (International Society for Technology in Education). All rights reserved.