
Technology in Retrospect
Description
Alles über E-Books | Antworten auf Fragen rund um E-Books, Kopierschutz und Dateiformate finden Sie in unserem Info- & Hilfebereich.
All prices
More details
Other editions
Additional editions

Content
- Intro
- Technology in Retrospect
- Social Studies in the Information Age 1984-2009
- a volume in
- International Social Studies Forum: The Series
- Series Editors: Richard Diem, The University of Texas at San Antonio Jeff Passe, Towson University
- CONTENTS
- 1. As It Was-1984
- 2. In the Beginning, Apple: Ways in Which the Vision Progressed
- 3. Young Learners: Constructing Social Studies With Technology
- 4. The Internet in Social Studies Classrooms: Lost Opportunity or Unexplored Frontier?
- 5. Digital History and the Emergence of Digital Historical Literacies
- 6. From Personal Pastime to Curricular Resource: The Case of Digital Documentaries in the Social Studies
- 7. Where We've Been
- Where We Are
- Where We're Going: Geospatial Technologies and Social Studies
- 8. Framing Children as Citizens: A Journey From the Real World to Digital Spaces
- 9. Wired to Act: Black Youth's Civic Engagement and Technology Use in 21st Century Elections
- 10. An Examination of Technology Use in Middle School Social Studies Classrooms During the 2008 U.S. Presidential Election Cycle: A Case Study
- 11. High School Utilization of Technology as a Source of Information for the 2008 U.S. Presidential Election: A Case Study
- 12. Consumers or Producers of Democracy: Moving Civic Education from the Information to the Empowerment Age
- 13. Globally Connected Social Studies: Making it Real, Making it Relevant
- 14. Media Convergence and the Social Studies
- 15. Social and Cultural Implications of Technology Integration in Social Studies Education
- 16. Social Studies and Technology 2009-2034
- International Social Studies Forum: The Series
- Richard Diem and Jeff Passe, Series Editors
- Technology in Retrospect
- Social Studies in the Information Age 1984-2009
- edited by
- Richard Diem The University of Texas at San Antonio
- and
- Michael J. Berson University of South Florida
- Information Age Publishing, Inc.
- Charlotte, North Carolina www.infoagepub.com
- ACKNOWLEDGMENTS
- As It Was-1984
- Richard A. Diem
- Beginnings
- Technology and Inquiry-A Look Back
- Computer Literacy
- Software
- Hardware
- Teacher Training
- Topics
- 1. CAEMS: Computer Assisted Educational Management Systems: understanding data management and data retrieval from a broad administrative perspective
- 2. CAI: Computer Assisted Instruction: applications of computer technology for specific subject (social studies) areas
- 3. Tutorials: using computers for practice, reinforcement of concepts, remediation or enrichment
- 4. Drill and Practice: reinforcement of facts and knowledge in repetitive sequences through the use of computers
- 5. Simulations: simulating real or hypothetical events and allowing students to make choices and consequences of their decisions often using pre-packaged games
- 6. Data Bases: developing data based activities that incorporated, for example, historical facts, economic data, or demographic information, into excel spreadsheets
- 7. Programming Via the BASIC or LOGO Computer Languages: developing lessons and activities by authoring, or writing, a program in one of these computer-programming languages
- 8. Social Applications: discussion of the right to privacy and laws regarding stealing of information.
- 9. Evaluation of Software: learning how to select "appropriate and useful" software for social studies classes by using national subject based computer software standards
- Class Readings
- Social Networks
- As It Is
- References
- chapter 1
- In the Beginning, Apple
- Ways in Which the Vision Progressed
- Cheryl A. Franklin Torrez
- The Vision: Apple Classrooms of Tomorrow
- ACOT Methods
- ACOT and Knowledge Construction
- Units of Practice
- Stages of Instructional Evolution
- Sustained Evidence of the Vision
- Content Standards
- Technology Standards
- Standards for Teachers
- Parallel Policy
- Presently
- Apple Classrooms of Tomorrow-Today (ACOT²)
- References
- chapter 2
- Table 2.1. Contrasting Views of Instruction and Construction
- Table 2.2. ACOT Stages
- Figure 3. 1. "Technology and Social Studies," published January/February 1995.
- Young Learners
- Constructing Social Studies With Technology
- Linda Bennett
- Technology Themed Issues
- Technology and Thematic Strands
- 1. Culture,
- 2. Time, Continuity, and Change,
- 3. People, Places, and Environment,
- 4. Individual Development and Identity,
- 5. Individuals, Groups, and Institutions,
- 6. Power, Authority, and Governance,
- 7. Production, Distribution, and Consumption,
- 8. Science, Technology, and Society,
- 9. Global Connections, and
- 10. Civic Ideals and Practices (see Figure 3.5).
- Technology Tools in SSYL
- 1. Filmstrips/video/audio/visual,
- 2. Software, games, simulations,
- 3. Perspectives/general,
- 4. Internet/WWW,
- 5. Databases/graphics,
- 6. Goggle Earth,
- 7. WebQuest,
- 8. Digital video, and
- 9. Networking/Web 2.0.
- Reflections and Recommendations
- Conclusion
- References
- chapter 3
- Figure 3. 2. "Prospects, Possibilities, Realities: Technology and Elementary Social Studies," published September/October 1999.
- Figure 3. 6. Technology tools and the number of articles related to each.
- Figure 3. 3. "Past Meets Future Social Studies on the Internet," published March/ April 2004.
- Figure 3. 4. "Welcome to the Digital Classroom," published 2009.
- Figure 3. 5. NCSS 10 thematic strands and the number of articles related to each.
- The Internet in Social Studies Classrooms
- Lost Opportunity or Unexplored Frontier?
- Adam Friedman and Phillip J. VanFossen
- Introduction
- The Internet's Potential for Social Studies Classrooms
- Impact of Internet Use in K-12 Social Studies Classrooms
- Call for More Research on Internet Use in K-12 Classrooms
- The Use of the Internet in K-12 social studies
- Several Paths of Research
- Web 2.0 in K-12 Social Studies
- Conclusion
- Notes
- References
- chapter 4
- Digital History and the Emergence of Digital Historical Literacies
- John Lee
- Historical Literacy
- The Emergence of Digital History
- Digital historical literacy
- Conclusion
- References
- chapter 5
- Table 6.1. Proposed Taxonomy of Digital Documentaries
- From personal pastime to curricular resource
- The Case of Digital Documentaries in the Social Studies
- Meghan McGlinn Manfra and Thomas C. Hammond
- Introduction
- History of Personal Film
- Integration in the Social Studies Classroom
- Historical Context
- Contemporary Integration of Film and Student Created Digital Video
- Review of the Research Literature
- To Teach Discipline-Specific Content and Skills
- To Teach Civic Ideals
- TPACK: Focus on the Teacher
- Limitations and Areas for Further Study
- A Proposed Taxonomy
- Conclusion
- References
- chapter 6
- Where we've been
- Where we are
- Where we're going
- Geospatial Technologies and Social Studies
- Marsha Alibrandi, Andrew Milson, and Eui-Kyung Shin
- Where we are, where we've been, where we're going
- A brief glossary of geospatial information technologies (GSTs)
- Where we've been: A timeline of GsT antecedents and developments
- Where we are: Current Uses of Geospatial Technologies to Enhance K-12 Education
- How and why integrate GSTs into social studies?
- Renewed commitment to Professional Development: the T3G institutes
- A new paradigm of partnership in social studies?
- Where are we going? GST in the Cloud
- Developing 21st Century Skills?
- Implications and Conclusions
- Acknowledgment
- References
- chapter 7
- Figure 7. 1 SS Tech Retro Time Line. Figure continues on next page.
- Figure 7. 1 continued. SS Tech Retro Time Line.
- Table 7.1. National Council for Social Studies (NCSS ) 10 Themes
- Figure 7. 2. Google Earth with Historical Imagery Slider visible. Slider icon is highlighted in toolbar.
- Framing Children as Citizens
- A Journey From the Real World to Digital Spaces
- Ilene R. Berson
- Introduction to Framing
- Framing Children in Digital Spaces
- The Imperiled Child
- Genderfication Frame
- Frame of Empowerment
- Conclusion
- References
- chapter 8
- Wired to Act
- Black Youth's Civic Engagement and Technology Use in Twenty-First Century Elections
- Patrice Preston-Grimes
- Past Civic Engagement in Black Communities
- The Role of Technology
- The Age of Electronic Engagement
- Voices of Youth-2008 and Beyond
- References
- chapter 9
- An examination of technology use in middle school social studies classrooms during the 2008 U.S. presidential election cycle
- A Case Study
- June Byng
- "It is true that in teaching these additional [technology] skills, we lose class time, but this does not mean that students are learning less. They are learning differently."
- -O'Hara (2000, p. 80)
- Overview
- Factors Influencing Technology Use in the Classroom
- Barriers
- Positive Gains
- Students learn differently
- Benefits of technology use in the classroom
- The Current Study
- Participants
- The Campus
- Data collection and Data Analysis
- Training and Preparation
- Curriculum and Instruction
- Obstacles
- Rewards
- Factors That Influence Technology Use
- Effectiveness
- Leadership Style
- Preparing Future Teachers
- Priority
- Relationship With Students
- Technology use during the 2008 Presidential Election Cycle
- Impact of State Assessment
- Concluding Thoughts
- 1. Teacher preparation programs and district professional development training must focus on using technology to augment instructional practices.
- 2. Technology use and integration must be modeled by campus and district leaders continuously.
- 3. District curriculum and resources must incorporate technology use.
- 4. Social studies teachers must be allowed a reasonable amount of time to practice with new technology tools.
- Note
- REFERENCES
- chapter 10
- High School Utilization of Technology as a Source of Information for the 2008 U.S. Presidential Election
- A Case Study
- Vanessa Hammler Kenon
- Overview
- Background
- Economics, Culture, and Access
- Design
- Artifacts
- Observations
- Interviews
- 1. Please describe the programs or courses on your campus which provides regular internet usage and or interaction education modules for the student population?
- 2. Would you describe these experiences or projects as hands on, individual or group?
- 3. Which types of websites are blocked on your campus?
- 4. Are students allowed access to personal e-mail through school computers?
- 5. Are students allowed to use their cell phones for internet access and if so do they utilize this technology?
- 6. Is streaming video allowed in your classrooms?
- 7. Are students allowed to share their political views in class?
- 8. Which websites do you most often utilize in your classroom?
- 9. Which internet browser do you utilize with your class?
- 10. Please describe the programs or courses on your campus including student participation in educational modules which encourage participation in the 2008 U.S. Presidential Election?
- 11. Is technology readily available on campus for your students to track election information through the web?
- 12. Describe some of the obstacles you face in obtaining access to technology for your students?
- 13. What types of websites are utilized by your students to obtain information about the 2008 U.S. Presidential Election?
- 14. How would you describe your campus staff and faculty experience with technology to obtain information about the 2008 U.S. Presidential Election?
- 15. Has your school utilized or investigated the utilization of global learning communities to expand student knowledge in the election or appointment of heads of nations in other countries?
- Limitations
- Study Findings and Discussion
- Document (Artifact) Collection
- Participants
- Campus Visits and Observations
- Researcher Participant Observations
- Participant Interviews
- Monitoring Teacher Mr. A
- Library Resource Staff Mrs. B
- AP Government Teacher Mr. C
- AP Economics Teacher Ms. D
- Common Elements in the Data
- Summary and Conclusion
- References
- chapter 11
- Consumers or Producers of Democracy
- Moving Civic Education From the Information to the Empowerment Age
- Joe O'Brien
- "In the 21st century, participatory media education & civic education are inextricable"
- -Rheingold (2008, p. 103)
- "A central opposition within the curricular [approaches to citizenship education] is participation versus transmission"
- -Parker (2001, p. 9)
- Introduction
- Online Participatory Media: Establishing a Context
- 1. Overall, "participatory media are social media" (Rheingold, 2008, p. 100). Whereas with Web 1.0 the Internet primarily was a global repository of information, which meant the focus was on information technologies, with the advent of Web 2.0 co...
- 2. Democratizing effect, particularly of content and content generation that "challenges traditional definitions of information gatekeepers and authoritative voices" (Delli Carpini, 2000, p. 347) and best illustrated by the distinction between En...
- 3. Expansion of choices about what to convey and who is part of a user's audience or network. "Many-to-many media now make it possible for every person connected to the network to broadcast as well as receive" digital content so that the "asy...
- 4. Increased personal and group autonomy in negotiating personal identity and creating or reinforcing interpersonal networks-just as desktop publishing helped to enable niche marketing, so too online authoring tools and networking sites enable any ...
- 5. Ability to network and increased autonomy have resulted in new online spaces, particularly game and socially oriented spaces. S. Coleman (2008) contends though since "entry into the virtual public sphere is cheaper and less burdensome than makin...
- 6. Commercialization of the Internet resulting in more regulation and sense of order-originally online behavior was guided by an informal code of ethics known as netiquette, now a growing body of user/service provider policies guide more and more o...
- A Brief History of the Internet's Early Years
- The Internet Goes Commercial & Social: 1995-2004
- Social Studies & Technology: An Ambivalent Relationship-1984-2003
- Civic Engagement within a Virtual World
- Youth's Emerging Online Lives
- 1. Do you (or your partners or affiliates) monitor or track my web usage (such as compiling a list of the sites or pages I visit) [or] my cell phone usage and online spending patterns?
- 2. Do you employ data aggregation and analysis for the purpose of subscriber profiling, and, if so, can I inspect (and, if necessary, correct or suppress) my own profile?
- 3. Do you permit my user data to be combined with personal information from any other sources-online or off-for marketing or profiling purpose?
- 4. Do you employ behavioral targeting techniques, including efforts to "personalize" the "user experience" (by selecting or filtering, for example, the mobile content and advertising that I view)?
- 5. Do you ever use "free offers," discount coupons, online games, and other enticements as a means of securing subscriber permission for data collection and ad-targeting practices?
- 6. What are my options for protecting myself from these various tracking and targeting practices [and] a short, simple explanation of my privacy rights?
- A Contemporary Look (2004-2009): Converging Forces of Youth's Online Lives, Digital Participatory Media, and Citizenship Education
- Future Direction and Recommendations
- Conclusion
- Notes
- References
- chapter 12
- Figure 13. 1. Example of student work on culture.
- Globally Connected Social Studies
- Making it Real, Making it Relevant
- Tim Dove, Jeff Elliott, Merry Merryfield, and Betsy Sidor
- Moodle: Betsy's Tool for Analytic Thinking and Global Connections
- Step by Step
- Reflections
- SKYPE: Tim's Work on Cultural Understanding and Real Time Connections
- Reflections
- Online Databases, Google Docs, I-Movie and More: Jeff's Digital White Papers
- Step by Step
- Electronic databases, online journals, smartboards
- 1. Identify why the issue of their MGD is such an enduring human problem. How does this issue impact my community and me?
- 2. Which public and private individuals and institutions are taking steps and making investments to meet the goal by 2015-and how can they be influenced? Also, identify current legislation that is being introduced in regards to my issue and evaluat...
- 3. What still needs to be done? Find quantitative and qualitative data that illustrates the gap between what is being done and what more needs to happen for the MDG to be met by 2015.
- Digital Graphic Organizers
- Google Docs
- iMovies
- Reflections
- Conclusion
- Notes
- References
- Resources
- chapter 13
- Figure 13. 3. Implementation and assessment process.
- Figure 13. 2. Photos of Taiwan and Columbus interaction.
- Media Convergence and the Social Studies
- Jeremy Stoddard
- Media Convergence and Convergence Culture
- Convergence Culture and Democratic Citizenship
- Convergence Culture and the Social Studies Classroom
- Social Studies and Media Convergence Outside of the Physical Classroom
- The Future of Media and Convergence in the Social Studies
- References
- chapter 14
- Figure 14. 1. Diagram of convergence culture.
- Social and Cultural Implications of Technology Integration in Social Studies Education
- Cheryl Mason Bolick
- Technology Integration
- Technology Literacy
- Social Context of Technology and Schooling
- Digital Divide
- Conclusion
- References
- chapter 15
- Social Studies and Technology 2009-2034
- David Valdez, B. Justin Reich, and Michael J. Berson
- Social Studies in Class
- On Authentic Work
- Social Studies Beyond the Classroom Walls
- On PreService induction, In-Service training, and Education Research
- Concluding Thoughts
- References
- chapter 16
- About the Authors
System requirements
File format: PDF
Copy-Protection: Adobe-DRM (Digital Rights Management)
System requirements:
- Computer (Windows; MacOS X; Linux): Install the free reader Adobe Digital Editions prior to download (see eBook Help).
- Tablet/smartphone (Android; iOS): Install the free app Adobe Digital Editions or the app PocketBook before downloading (see eBook Help).
- E-reader: Bookeen, Kobo, Pocketbook, Sony, Tolino and many more (only limited: Kindle).
The file format PDF always displays a book page identically on any hardware. This makes PDF suitable for complex layouts such as those used in textbooks and reference books (images, tables, columns, footnotes). Unfortunately, on the small screens of e-readers or smartphones, PDFs are rather annoying, requiring too much scrolling.
This eBook uses Adobe-DRM, a „hard” copy protection. If the necessary requirements are not met, unfortunately you will not be able to open the eBook. You will therefore need to prepare your reading hardware before downloading.
Please note: We strongly recommend that you authorise using your personal Adobe ID after installation of any reading software.
For more information, see our eBook Help page.
File format: ePUB
Copy protection: Adobe-DRM (Digital Rights Management)
System requirements:
- Computer (Windows; MacOS X; Linux): Install the free reader Adobe Digital Editions prior to download (see eBook Help).
- Tablet/smartphone (Android; iOS): Install the free app Adobe Digital Editions or the app PocketBook before downloading (see eBook Help).
- E-reader: Bookeen, Kobo, Pocketbook, Sony, Tolino and many more (not Kindle).
The file format ePub works well for novels and non-fiction books – i.e., „flowing” text without complex layout. On an e-reader or smartphone, line and page breaks automatically adjust to fit the small displays.
This eBook uses Adobe-DRM, a „hard” copy protection. If the necessary requirements are not met, unfortunately you will not be able to open the eBook. You will therefore need to prepare your reading hardware before downloading.
Please note: We strongly recommend that you authorise using your personal Adobe ID after installation of any reading software.
For more information, see our ebook Help page.