Page 287 - Powerful Social Studies for Elementary Students 4th Edition

CHAPTER 12 What Is the Role of Curricular Integration? 259
Technology NCSS (2008) recommends technology as one of the integrative areas with social studies. Technology has expanded our means of communication, research, and dissemination, and students should be equipped with the necessary technological capa- bilities to become informed and active citizens. Even young students can access relevant information on websites, produce short documents in word-processing or multimedia programs, and engage in electronic communication.
Computer technology has a place in the social studies curriculum, but there are potential challenges associated with it, including philosophical matters, time constraints, and a lack of technology support (Buchanan, 2001). Technology is simply another tool and should not be used for its own sake. Its use must match the goals and enhance understanding of the big ideas under study. Research has focused on the teaching of technologies and how software can affect student learning. Little has been written about the teacher’s role in using technology to mediate students’ learning, and in particular, learning of subject matter (Wallace, 2004).
Our own classroom observations as well as those described in social studies journals convince us that computers can be a valuable data-gathering source via the Internet. However, do not assume that if it is in cyberspace, it is credible. Cross-referencing is essential. A book by Berson, Cruz, Duplass, and Johnson (2006) entitled Social Studies on the Internet is a reputable source that provides an annotated collection of websites for use by social studies teachers.
Besides serving as a storehouse of information, the computer can serve as an electronic communication tool linking individual students and classrooms engaged in learning similar social studies information, a vehicle for playing simulation games, or a way to take a virtual field trip via the Internet. We remind you that the guidelines we offer for selecting instruc- tional activities are equally appropriate for the use of technology: Does it match the goal? Is it at the appropriate level of difficulty? Is it feasible? Is it cost effective?
Technology Tips
Technology can be used effectively to help students produce and disseminate social studies-related work. For example, they could write a letter in the form of an e-mail to the editor of the local newspaper or to city council members expres- sing their views on a public issue. They could create a short video or multimedia presentation about their local community and disseminate it to others. Teachers can create class websites (with access only to students and families) with information and photographs of classroom activities and homework assignments.
Undesirable Integration
Integration is not always productive. Potential pitfalls in applying the concept are often masked by arguments related to the latest trend in curriculum, the goal of getting tea- chers to be collaborative, the desire to heighten interest, or the attempt to increase the amount of time that can be given to a particular subject. All of these arguments should give cause for pause. We urge you to be aware of the actual social studies content you are teaching in an integrated lesson (for a variety of reasons, often the social studies con- tent takes a back burner to the other subjects being taught). From our point of view, all integration of content, skills, or activities into social studies should tie directly to the subject and add meaningfulness. If it does not, we urge you to delete it from the social
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