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Article Analysis on Social Studies Technology Integration


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This presentation is for the EDTP600 Course at UMUC for the MAT program. A short presentation on the integration of Web 2.0 into the social studies classroom.

This presentation is for the EDTP600 Course at UMUC for the MAT program. A short presentation on the integration of Web 2.0 into the social studies classroom.

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  • 1. Supersizing Social StudiesThrough the Use of Web 2.0Technologies Lori Holcomb Candy Beal John K. LeeArticle AnalysisPower PointBy: Ellen Ledford
  • 2. “Our claim here is that curriculum integration andemerging technology applications can support an expanded social studies.”
  • 3. Cost free tools can enhancetechnology integration, suchas:  Blogging  Wikis  Social networking  Video production  Audio/visual mixing  Internet communication  Multiplayer gaming (Image source: Fotolia)
  • 4. “Students can use Web 2.0 tools to produce reports,manipulate data, and create knowledge, thus shiftingthe balance of authority regarding who gets to verifyknowledge as truth.”
  • 5. Using Primary Access© andFold3© as tool 1: PrimaryAccess©: online video production tool used for documentaries Fold3©:retrieves documents for use in videos (such as reports, newspapers, and photos)  Teachers as well as students can use these tools to integrate documents and other sources that can enhance learning
  • 6. Using Dipity© as tool 2:  “Interactive timeline that includes audio, video, graphics, and text documenting”In this lesson: Students focus on the oil spill off the Gulf of Mexico by using at least 3 different forms of multimedia to identifying 20 items featuring: • Key events • People • Locations (AP/CBS/NOAA) Copyright 2010 CBS. All rights reserved.
  • 7. Conclusion to Study “It is important that we continue to push the limits of technology to help students address the multifaceted elements of the new supersized social studies.”
  • 8. Relatings: Integration to support efficient, self paced learning (Roblyer & Doering, 2010)  Using tools such as Dipity© students are able to engage their own learning by creating an interactive timeline based upon the assignment Integration to help build mental models and increase knowledge transfer (Roblyer & Doering, 2010)  Students need to engross learning with visual sources such as Primary Access© and Fold3© to build mental models instead of relying strictly on reading
  • 9. Relatings: Integration to optimize scarce resources (Roblyer & Doering, 2010)  Programs such as Fold3© focus on the research and application of social studies curriculum. This program is used for document research involving history, wars, and other various topics such as the US. Integrationto develop information literacy and visual literacy skills (Roblyer & Doering, 2010)  Resources such as Primary Access© allows for the student to use many different skills when creating a documentary. “For example, when students use presentation software instead of cardboard charts to give a report, they gain experience for college classrooms and business offices, where computer based presentations are the norm (Roblyer & Doering, 2010).”
  • 10. Bibliography Holcomb, L., Beal, C., & Lee, J. (2011, Winter). Supersizing Social Studies Through the Use of Web 2.0 Technologies. Social Studies Research and Practice, 6(3), 102- 109. Roblyer, M., & Doering, A. (2010). Integration Educational Technology into Teaching. Boston, MA, USA: Pearson Education Inc.