Evaluating alignment of technology and primary source use within a history classroom

Swan, Kathleen; Locascio, David

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Evaluating alignment of technology and primary source use within a history classroom

Swan, K. & Locascio, D. (2008). Evaluating alignment of technology and primary source use within a history classroom. Contemporary Issues in Technology and Teacher Education, 8(2), 175-186. AACE.
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Journal Information

Contemporary Issues in Technology and Teacher Education
ISSN 1528-5804
Volume 8, Issue 2, June 2008
Association for the Advancement of Computing in Education (AACE)

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Table of Contents

Authors

Kathleen Swan, University of Kentucky, United States; David Locascio, Longwood University, United States

Abstract

Many researchers in the social studies have supported the use of primary sources in history classrooms as a support for historical inquiry. Although primary sources have become accessible via the Internet, simply using digital primary sources, does not automatically translate into historical thinking or technology best practice. Consequently, an evaluation matrix was constructed for one study to gauge the fidelity of primary source use according to three domains, curriculum content, instructional processes, and student products or outcomes. In this article, the researchers provide background information on the development of the evaluation matrix, present the instrument, and evaluate its effectiveness in categorizing both primary source and technology usage.

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References

The study entailed following three 11th-grade American history teachers during the 20032004 academic year. These teachers attended a sequence of professional development
In a recent article by Mishra and Koehler (2006), the authors borrowed from Shulman (1986) to argue that effective technology integration requires developing sensitivity to the “dynamic, transactional relationship” between pedagogy, content, and technology (P. 1030). The instrument described here was crafted before the framework of technological pedagogical content knowledge (TPCK). Yet, it certainly imbeds the spirit of Mishra and Koehler’s argument that in order to integrate technology and then to assess its effectiveness educators must take into account the complexity and contextuality of teaching. As a result, a checklist that measured technological infusion outside of the context of the pedagogical objectives supported by the technology was clearly
Ayers, E. (1999). History in hypertext. Virginia Center for Digital History. Retrieved September 25, 2007, from, http://www.vcdh.virginia.edu/PastsFutures.html
Barton, K. C. (2001). A picture's worth: Analyzing historical photographs in the elementary grades. Social Education, 65(5), 278-283.
Barton, K. (2005). Teaching history: Primary sources in history – Breaking through the myths. Phi Delta Kappan, 86(10).
Braun, J., & Risinger, F. (1999). Surfing social studies. Washington, DC: National Council for the Social Studies.
Brush, T., & Saye, J. (2000). Implementation and evaluation of a student-centered learning unit: A case study. Educational Technology, Research and Development, 48(3), 79-100.
Crocco, M.S. (2001). Leveraging constructivist learning in the social studies classroom: A response to Mason, Berson, Diem, Hicks, Lee, and Dralle. Contemporary Issues in Technology and Teacher Education, 1(3) . Retrieved from http://www.citejournal.org/vol1/iss3/currentissues/socialstudies/article2.htm
Doolittle, P., & Hicks, D. (2003). Constructivism as a theoretical foundation for the use of technology in social studies. Theory and Research in Social Education, 31(1), 72-104.
Geertz. C. (1973). The interpretation of cultures. New York: Basic Books.
Harris, J. (2005). Our agenda for technology integration: It's time to choose. Contemporary Issues in Technology and Teacher Education, 5(2), 116-122.
Harris, J. (1997). Wetware: Why use activity structures.Learning and Leading with Technology, 25(4), 13-17.
Hicks, D., Doolittle, P., & Lee, J. K. (2004). History and social studies teachers' use of classroom and Web-based historical primary sources. Theory and Research in Social Education, 32(2), 213-247.
Hofer, M., & Swan, K.O. (2006). Standards, firewalls, and general classroom mayhem: Implementing student-centered technology projects in the elementary classroom. Social
Holt, T. (1995). Thinking historically: Narrative, imagination and understanding. New York: College Entrance Examination Board.
International Society for Technology in Teacher Education. (2007). National educational standards and the states. Retrieved from http://cnets.iste.org/
Kobrin, D. (1996). Beyond the textbook: Teaching history using documents and primary sources. Portsmouth, NH: Heinemann.
Lee, J. K., & Calandra, B. (2004). Can embedded annotations help high school students perform problem solving tasks using a Web-based historical document? Journal of Research on Technology in Education, 36(4), 65-84.
Leinhardt, G. (1993). Instructional explanations in history and mathematics. In Proceedings of the 15th Annual Conference of the Cognitive Science Society. Hillsdale, NJ: Lawrence Erlbaum Associates.
Levstik, L. S. (1996). Negotiating the historical landscape. Theory and Research in Social Education, 24(4), 393-397.
Levstik, L.S., & Barton, K. (2001). Doing history: Investigating with children in elementary and middle schools (2nd ed.). New Jersey: Lawrence Erlbaum Associates.
Mason, C., Berson, M., Diem, R., Hicks, D., Lee, J., & Dralle, T. (2000). Guidelines for using technology to prepare social studies teachers. Contemporary Issues in Technology and Teacher Education [Online serial], 1(1). Retrieved from http://www.citejournal.org/vol1/iss1/currentissues/socialstudies/article1.htm
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teacher knowledge. Teachers College Record, 108(6), 1017-1054.
Saye, J., & Brush, T. (1999). Student engagement with social issues in a multimedia supported learning environment. Theory and Research in Social Education, 27(4), 472 - 504.
Seixas, P. (1996). Conceptualizing growth in historical understanding. In D. Olson & N. Torrance (Eds.), Education and human development (pp. 765-783). London: Blackwell.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
Swan, K., & Hicks, D. (2007) Through the democratic lens: The role of purpose in leveraging technology to support historical thinking in the social studies classroom. The International Journal of Social Studies Education, 21(2), 142-168.
Swan, K., & Hofer, M. (2008). Information ecologies: Technology in the social studies. In L. Levstik, & C. Tyson (Eds.) , Handbook of research on social studies teaching and learning (pp. 307-326). Erlbaum Publishing.
Tally, B. (1996). Up against authentic history. Electronic Learning, 16(2), 40-41.
Tomlinson, C. (1995). How to differentiate instruction in mixed-ability classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
Van Hover, S., Berson, M., Bolick, C., & Swan, K.. (2004). Implications of ubiquitous computing for the social studies. Journal of Computing in Teacher Education, 20(3), 107-112.
Van Hover, S.D., & Yeager, E.A. (2002). "Making students better people?" A case study of a beginning teacher. The International Studies Forum, 3(1), 219-232.
Van Sledright, B. (2001). From empathetic regard to self-understanding: Impositionality, empathy, and historical contextualization. In O.L. Davis Jr., E.A. Yeager, & S.J. Foster (Eds.), Historical empathy and perspective taking in the social studies (pp. 51-68). Lanham, MD: Rowan & Littlefield Publishers, Inc.
Wineburg, S. S. (1991). On the reading of historical texts: Notes on the breach between school and academy. American Educational Research Journal, 28(3), 495-519.
Lexington, KY 40506-017 Phone: 859-257-1893 kswan@uky.edu

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@editlib.org.

[1] The study entailed following three 11th-grade American history teachers during the 20032004 academic year. These teachers attended a sequence of professional development

[2] In a recent article by Mishra and Koehler (2006), the authors borrowed from Shulman (1986) to argue that effective technology integration requires developing sensitivity to the “dynamic, transactional relationship” between pedagogy, content, and technology (P. 1030). The instrument described here was crafted before the framework of technological pedagogical content knowledge (TPCK). Yet, it certainly imbeds the spirit of Mishra and Koehler’s argument that in order to integrate technology and then to assess its effectiveness educators must take into account the complexity and contextuality of teaching. As a result, a checklist that measured technological infusion outside of the context of the pedagogical objectives supported by the technology was clearly

[3] Ayers, E. (1999). History in hypertext. Virginia Center for Digital History. Retrieved September 25, 2007, from, http://www.vcdh.virginia.edu/PastsFutures.html

[4] Barton, K. C. (2001). A picture's worth: Analyzing historical photographs in the elementary grades. Social Education, 65(5), 278-283.

[5] Barton, K. (2005). Teaching history: Primary sources in history – Breaking through the myths. Phi Delta Kappan, 86(10).

[6] Braun, J., & Risinger, F. (1999). Surfing social studies. Washington, DC: National Council for the Social Studies.

[7] Brush, T., & Saye, J. (2000). Implementation and evaluation of a student-centered learning unit: A case study. Educational Technology, Research and Development, 48(3), 79-100.

[8] Crocco, M.S. (2001). Leveraging constructivist learning in the social studies classroom: A response to Mason, Berson, Diem, Hicks, Lee, and Dralle. Contemporary Issues in Technology and Teacher Education, 1(3) . Retrieved from http://www.citejournal.org/vol1/iss3/currentissues/socialstudies/article2.htm

[9] Doolittle, P., & Hicks, D. (2003). Constructivism as a theoretical foundation for the use of technology in social studies. Theory and Research in Social Education, 31(1), 72-104.

[10] Geertz. C. (1973). The interpretation of cultures. New York: Basic Books.

[11] Harris, J. (2005). Our agenda for technology integration: It's time to choose. Contemporary Issues in Technology and Teacher Education, 5(2), 116-122.

[12] Harris, J. (1997). Wetware: Why use activity structures.Learning and Leading with Technology, 25(4), 13-17.

[13] Hicks, D., Doolittle, P., & Lee, J. K. (2004). History and social studies teachers' use of classroom and Web-based historical primary sources. Theory and Research in Social Education, 32(2), 213-247.

[14] Hofer, M., & Swan, K.O. (2006). Standards, firewalls, and general classroom mayhem: Implementing student-centered technology projects in the elementary classroom. Social

[15] Holt, T. (1995). Thinking historically: Narrative, imagination and understanding. New York: College Entrance Examination Board.

[16] International Society for Technology in Teacher Education. (2007). National educational standards and the states. Retrieved from http://cnets.iste.org/

[17] Kobrin, D. (1996). Beyond the textbook: Teaching history using documents and primary sources. Portsmouth, NH: Heinemann.

[18] Lee, J. K., & Calandra, B. (2004). Can embedded annotations help high school students perform problem solving tasks using a Web-based historical document? Journal of Research on Technology in Education, 36(4), 65-84.

[19] Leinhardt, G. (1993). Instructional explanations in history and mathematics. In Proceedings of the 15th Annual Conference of the Cognitive Science Society. Hillsdale, NJ: Lawrence Erlbaum Associates.

[20] Levstik, L. S. (1996). Negotiating the historical landscape. Theory and Research in Social Education, 24(4), 393-397.

[21] Levstik, L.S., & Barton, K. (2001). Doing history: Investigating with children in elementary and middle schools (2nd ed.). New Jersey: Lawrence Erlbaum Associates.

[22] Mason, C., Berson, M., Diem, R., Hicks, D., Lee, J., & Dralle, T. (2000). Guidelines for using technology to prepare social studies teachers. Contemporary Issues in Technology and Teacher Education [Online serial], 1(1). Retrieved from http://www.citejournal.org/vol1/iss1/currentissues/socialstudies/article1.htm

[23] Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teacher knowledge. Teachers College Record, 108(6), 1017-1054.

[24] Saye, J., & Brush, T. (1999). Student engagement with social issues in a multimedia supported learning environment. Theory and Research in Social Education, 27(4), 472 - 504.

[25] Seixas, P. (1996). Conceptualizing growth in historical understanding. In D. Olson & N. Torrance (Eds.), Education and human development (pp. 765-783). London: Blackwell.

[26] Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.

[27] Swan, K., & Hicks, D. (2007) Through the democratic lens: The role of purpose in leveraging technology to support historical thinking in the social studies classroom. The International Journal of Social Studies Education, 21(2), 142-168.

[28] Swan, K., & Hofer, M. (2008). Information ecologies: Technology in the social studies. In L. Levstik, & C. Tyson (Eds.) , Handbook of research on social studies teaching and learning (pp. 307-326). Erlbaum Publishing.

[29] Tally, B. (1996). Up against authentic history. Electronic Learning, 16(2), 40-41.

[30] Tomlinson, C. (1995). How to differentiate instruction in mixed-ability classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.

[31] Van Hover, S., Berson, M., Bolick, C., & Swan, K.. (2004). Implications of ubiquitous computing for the social studies. Journal of Computing in Teacher Education, 20(3), 107-112.

[32] Van Hover, S.D., & Yeager, E.A. (2002). "Making students better people?" A case study of a beginning teacher. The International Studies Forum, 3(1), 219-232.

[33] Van Sledright, B. (2001). From empathetic regard to self-understanding: Impositionality, empathy, and historical contextualization. In O.L. Davis Jr., E.A. Yeager, & S.J. Foster (Eds.), Historical empathy and perspective taking in the social studies (pp. 51-68). Lanham, MD: Rowan & Littlefield Publishers, Inc.

[34] Wineburg, S. S. (1991). On the reading of historical texts: Notes on the breach between school and academy. American Educational Research Journal, 28(3), 495-519.

[35] Lexington, KY 40506-017 Phone: 859-257-1893 kswan@uky.edu

Evaluating alignment of technology and primary source use within a history classroom

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