Home PublicationsJRTEPast IssuesVolume 37 Number 1

	Edited by Dr. Lynne Schrum, University of Utah
formerly Journal of Research on Computing in Education

Volume 37 Number 1 Fall 2004

Can Embedded Annotations Help High School Students Perform Problem Solving Tasks Using A Web-Based Historical Document?
John K. Lee and Brendan Calandra
Georgia State University

Abstract
Two versions of a Web site on the United States Constitution were used by students in separate high school history classes to solve problems that emerged from four constitutional scenarios. One site contained embedded conceptual scaffolding devices in the form of textual annotations; the other did not. The results of our study demonstrated the situational importance of the annotations as well as the need for instructional Web designers to make their design intentions transparent. A holistic approach to examining annotational content is recommended in which teachers and designers consider how Web-based annotational content might function in instructional settings. An initial topology is also proposed for the annotations on the Web site used in this study.

Contributors
John K. Lee is an assistant professor and coordinator of social studies teacher education at Georgia State University. His research focuses on the pedagogical and theoretical implications of digital history.

Brendan Calandra is an assistant professor of Instructional Technology at Georgia State University. His research focuses on the purposeful design, development, and utilization of digital media for instructional and performance technologies.

Download the full article (PDF, 484 KB, PDF Instructions)

Contact
John K. Lee
Georgia State University
MSIT Dept.
MSC 6A0635
33 Gilmer Street SE Unit 6
Atlanta, GA 30303-3086
jklee@gsu.edu

Brendan Calandra
Georgia State University
MSIT Dept.
MSC 6A0635
33 Gilmer Street SE Unit 6
Atlanta, GA 30303-3086
bcalandra@gsu.edu

Copyright © 2004, ISTE (International Society for Technology in Education). All rights reserved.