DEVELOPING THE 21ST-CENTURY SOCIAL STUDIES SKILLS THROUGH TECHNOLOGY INTEGRATION

Mohammad Farısı

doi:10.17718/tojde.47374

EN

DEVELOPING THE 21ST-CENTURY SOCIAL STUDIES SKILLS THROUGH TECHNOLOGY INTEGRATION

Abstract

Recently, technology has become an educational necessity in global-digital era. Facing these phenomena, social studies (SS) should make innovations related to changes of 21st-century skills and learning paradigm, which is characterized by the principles of disclosure of information, computing, automation, and communication. Technology integration into SS learning is one of the learning innovations in the global-digital era, and powerfully supports the National Council for Social Studies (NCSS) as stated in their visions: meaningful, powerful, value-based, challenging, and active. It also strongly supports the development of three core skills of the 21st-century, including learning and innovation skills; information, media and technology skills; life and career skills that developed in partnership with the Partnership Forum for 21st-Century Skills (P21). This paper examines and describes academics evolution toward a commitment and further developments in research; 21stcentury skills map for the SS; and the implications for developing teachers’ competences and teachers’ education curriculum.

Keywords

Technology integration, social studies, 21st-century skills

References

AACTE. (2008). Handbook of technological pedagogical content knowledge (TPCK) for educator. NY-London: Routledge Taylor & Francis Group.
Acikalin, M., & Duru, E. (2005). The use of computer technologies in the Social Studies classroom. The Turkish Online Journal of Educational Technology – TOJET, 4(2), 18-26.
Aikenhead, G.S. (1992). The integration of STS into science education. Theory into Practice, (1), 27-35.
Aikenhead, G.S. (2003). Chemistry and physics instruction: Integration, ideologies, and choices. Chemistry Education: Research and Practice, 4(2), 115-130.
Aikenhead, G.S. (2005). Research into STS science education. Educación Química, 16(3), 384
Alexiou-Ray, J.A., Wilson, E., Wright, V.H., & Peirano, A-M. (2003). Changing instructional practice: The impact of technology integration on students, parents, and school personnel.
Electronic Journal for the Integration of Technology in Education, 2(2). Ayas, C. (2006). An examination of the relationship between the integration of technology into social studies and constructivist pedagogies. The Turkish Online Journal of Educational
Technology – TOJET, 5(1), 14-25. Beaudin, L., & Grigg, L. (2001). Integration of computer technology in the Social Studies classroom: An argument for a focus on teaching methods. Canada's National Social Studies Journal, 35(2), 1-9.
Bennett, W.L. (2008). Changing citizenship in the digital age. In W.L. Bennett (Ed.), Civic life online: Learning how digital media can engage youth (pp. 25-50). London, England: The MIT
Press Cambridge, Massachusetts. Berson, I.R., & Berson, M.J. (2006). Children and their digital dossiers: Lessons in privacy rights in the digital age. International Journal of Social Education, 21(1), 135-147.

Berson, M.J., & VanFossen, P.J. (2008). Another look at civic literacy in a digital age.
Contemporary Issues in Technology and Teacher Education, 8(3), 219-221. Best, M.L; Wade, K.W. (2009). The internet and democracy: Global catalyst or democratic dud? In: Bulletin of Science, Technology & Society, 29(4), 255-271.
Bisland, M.M., & Fraboni, M.C. (2007, April). Two perspectives on interactive social studies websites for elementary students. Paper presented at the American Educational Research
Association Annual Convention Chicago, IL. Bolick, C. M. (2008). Technology integration: The Trojan horse for school reform. In J. Lee &
A. Friedman (Eds.), Research on technology in social studies education (pp.173-187). Greenwhich CT: Information Age Publishing. Bolick, C.M. (2004). The giant is waking Journal of Computing in Teacher Education, 20(4), 132.
Braun, J.A., & Risinger, C.F. (Eds). (1999). Surfing social studies: The intemet book.
Washington, D.C.: National Council for the Social Studies. Bull, G., & Garofalo, J. (2006). Commentary: Ubiquitous computing revisited: A new perspective. Contemporary Issues in Technology and Teacher Education, 6(2), 271-274.
Butler, D. L., & Sellborn, M. (2002). Barriers to adopting technology for teaching and learning. Educause Quarterly, 9(4), 105–127.
Carano, K.T. (2009). Becoming globally literate: Teaching cross-cultural awareness through the use of social networking sites. Contemporary Issues in Education Research – Second Quarter, 2(2), 59-66.
Chen, P. (2011). From CMS to SNA: Educational networking for urban teachers. Journal of
Urban Learning, Teaching, and Research, 7, 50-61. Cogan, J.J. Grossman, L.M. (2000). Citizenship: The democratic imagination in a global context. Social Education, 64(1), 48-52.
Crawford, E., & Kirby, M.M. (2008). Fostering students’ global awareness: Technology applications in social studies teaching and learning. Journal of Curriculum and Instruction (JoCI), 2(1), 56-73.
Diem, R. (1983). Technology and the Social Studies: Issues and responsibilities. Social Education, 47(5), 308-310, 313.
Dogan, B. & Robin, B. (2008). Implementation of digital storytelling in the classroom by teachers trained in a digital storytelling workshop. In K. McFerrin et al. (Eds.), Proceedings of society for information technology and teacher education international conference 2008 (pp. 907). Chesapeake, VA: AACE.
Doolittle, P.E., & Hicks, D. (2003). Constructivism as a theoretical foundation for the use of technology in Social Studies. Theory & Research in Social Education. 31(1), 72-104.
Ehman L., & Glenn, A. D. (1991). Interactive technology in the social studies. In J.P. Shaver
(Ed.), Handbook of research on social studies teaching and learning (pp. 513-522). New York: Macmillan Publishing Co. Elmas, E; Kurban, D. (2011). Communicating democracy - democratizing communication.
Media in Turkey: legislation, policies, actors). Turkey: TESEV Populations. Fairey, C., Lee, J.K., & Bennett, C. (2000). Technology and social studies: A conceptual model for integration, Journal of Social Studies Research, 24(2), 3-9.
Freelon, D; Wells, C; Bennett, W.L. (2013). Participation in the youth civic web: Assessing user activity levels in web sites presenting two civic styles. Journal of Information
Technology & Politics, 10(3), 293-309. Friedman, A. (2014). “Computer as data gatherer” for a new generation: Martorella’s predictions, the past, the present, and the future of technology in social studies.
Contemporary Issues in Technology and Teacher Education, 14(2), 10-24. Friedman, A., Bolick, C., Berson, M., & Porfeli, E. (2009). National educational technology standards and technology beliefs and practices of social studies faculty: Results from a seven-year longitudinal study. Contemporary Issues in Technology and Teacher Education, (4), 476-487.
Gore, Al. (1994). Speech delivered at the information superhighway summit at UCLA January , 1994, Los Angeles, California. Retrieved from http://www.uibk.ac.at/voeb/texte/vor9401.html
Hartnett, M., St. George, A., & Dron, J. (2014). Exploring motivation in an online context: A case study. Contemporary Issues in Technology and Teacher Education, 14(1), 31-53.
Hofer, M. J., & Swan, K. (2014). Technology and disciplined inquiry in the social studies.
Contemporary Issues in Technology and Teacher Education, 14(3), 25-30. Hollenbeck, J., & Hollenbeck, D. (2009). Using technology to bridge the cultures together in the multicultural classroom. In D.P. French, (Ed.). Technology in the college science classroom: Monograph. Stillwater: Oklahoma State University.
Ito, M. et al. (2008). Foreword. In D. Buckingham (Ed.), Youth, identity, and digital media
(pp. vii-ix). Cambridge, MA: The MIT Press. Kahne, J; Ullman, J; Middaugh, E. (2012). Digital opportunities for civic education. In: D.E.
Campbell, M. Levinson, & F.M. Hess (Eds.), Making civics count: Citizenship education for a new generation (pp. 207-228). Cambridge, MA: Harvard Education Press. Kang, J.J. (2014). Learning to teach a blended course in a teacher preparation program.
Contemporary Issues in Technology and Teacher Education, 14(1), 54-71. Karsten, S., Cogan, J.J., Grossman, D.L., Liu, M-H., & Pitiyanuwat, S. (2002). Citizenship education and the preparation of future teachers: A study. Asia Pacific Education Review, (2), 168-183.
Keeler, Ch.G. (2008). When curriculum and technology meet: Technology integration in methods courses. Journal of Computing in Teacher Education, 25(1), 23-30.
Kerka, S. (1997). Distance learning, the internet, and the world wide web. ERIC Digest.
Retrieved from http://www.ericdigests.org/1997-1/distance.html
Lambert, J.L. (2004). Technology integration expertise in middle school Social Studies teachers: A study of multiplicity in thinking and practice. Raleeigh, NC: North Carolina State University.
Langran, E., & Alibrandi, M. (2008). Middle school social studies teachers integration of technology to meet 21st century challenges. Meridian Middle School Computer Technologies Journal, 11(2), article 4.
Lee, J., & Molebash, P. (2004a). Using digital history for positive change in social studies education. Journal of Computing in Teacher Education, 20(4), 153-157.
Lee, J., & Molebash, P. (2004b). Outcomes of various scaffolding strategies on student teachers' digital historical inquiries. Journal of Social Studies Research, 26(1), 25-35.
Lennex, L. (2008). Digital natives and the use of video iPods: a Lewis and Clark expedition. In
C. Crawford et. al. (Eds.), Proceedings of society for information technology and teacher education international conference 2008 (pp. 4913-4915). Chesapeake, VA: AACE.
Manfra, M.M. (2014). Editorial: 15 years after Martorella's sleeping giant: A year of special themed issues. Contemporary Issues in Technology and Teacher Education, 14(1), 1-9.
Manfra, M.M., & Hammond, T.C. (2005). Teachers’ instructional choices with student-created digital documentaries: Case studies. Journal of Research on Technology in Education, 41(2), –245.
Martorella, P. (1997). Technology and the social studies—or: Which way to the sleeping giant? Theory and Research in Social Education, 25(4), 511-514.
Martorella, P. (Ed.). (1977). Interactive technologies on the social studies: Emerging issues and applications. Albany, N.Y: State University of New York Press.
Mason, C., Berson, M., Diem, R., Hicks, D., Lee, J., and Dralle, T. (2000). Guidelines for using technology to prepare social studies teachers, Contemporary Issues in Technology and Teacher Education.1(1), 107-116.
Milson, A.J. & Downey, P. (2001). WebQuest: Using internet resources for cooperative inquiry. Social Education, 65(3), 144-146.
Mishra, P., & Koehler, M.J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teacher’s College Record, 108(6), 1017-1054.
Montgomery, K.C. (2008). Youth and digital democracy: Intersections of practice, policy, and the marketplace. In W.L. Bennett (Ed.), Learning how digital media can engage youth (pp. 1
). London-England: The MIT Press Cambridge, Massachusetts. National Council for the Social Studies. (2006). Technology position statement and guidelines: A position statement of national council for the social studies. Retrieved from http://www.socialstudies.org
National Council for the Social Studies. (2008). A vision of powerful teaching and learning in the Social Studies: Building social understanding and civic efficacy. Retrieved from http://www.socialstudies.org/positions/powerful
National Council for the Social Studies. (2010). National curriculum standards for social studies: A framework for teaching, learning, and assessment. Washington, D.C: NCSS.
National Council for the Social Studies. (2013). Technology position statement and guidelines: A position statement of National Council For The Social Studies. Retrieved from http://www.socialstudies.org
Niu, H., & van Aalst, J. (2009). Participation in knowledge-building discourse: An analysis of online discussions in mainstream and honors Social Studies courses. Canadian Journal of
Learning and Technology, 35(1). 1-30. Oigara, J. (2009). Integrating technology into teaching social studies methods course: A classroom example. In W.B. Russell (Ed). The international society for the social studies annual conference proceedings. Issue 1. (pp. 53-54). Orlando, FL: The International Society for the Social Studies.
Owens, R., & Fralinger, B. (2009). You tube as a learning tool. In W.B. Russell (Ed). The international society for the social studies annual conference proceedings. Issue 1. (pp. 53
). Orlando, FL: The International Society for the Social Studies. Partnership Forum for 21st-Century Skills. (2008a). 21st-century skills map. Created in cooperation with the National Council for the Social Studies. Washington, DC: Partnership for st Century Skills.
Partnership Forum for 21st-Century Skills. (2008b). Learning environments: A 21st-century skills implementation guide. Washington, DC: Partnership for 21st Century Skills.
Partnership Forum for 21st-Century Skills. (2008c). Maximizing the impact the pivotal role of technology in a 21st century education system. Washington, DC: Partnership for 21st Century Skills.
Partnership Forum for 21st-Century Skills. (2008d). Learning for the 21st century: A report and mile guide for 21st century skills. Washington, DC: Partnership for 21st Century Skills.
Partnership Forum for 21st-Century Skills. (2008e). P21 framework definitions. Washington,
DC: Partnership for 21st Century Skills. Parr, J.M., & Ward, L. (2011). The teacher’s laptop as a hub for learning in the classroom.
Journal of Research on Technology in Education,44(1), 53–73. Ray, B., & Coulter, G.A. (2010). Perceptions of the value of digital mini-games: implications for middle school classrooms. Journal of Digital Learning in Teacher Education, 26(3), 92
Riley, K.L., & Stern, B.S. (2004). Problems and possibilities of web-based instruction:
Transforming social studies methods and practice. Journal of Computing in Teacher Education, 21(2), 65-71. Rose, S.A., & Fernlund. P.M. (1997). Using technology for powerful social studies learning.
Social Education, 61(3). Retrieved from http://www.socialstudies.org Rubba, P.A. (1991). Integrating STA into school science and teacher education: Beyond awareness. Theory into Practice, 30(4), 303-308.
Salpeter, J. (2005). Telling tales with technology. Technology & Learning,25(7), 18-24.
Shiveley, J.M., & VanFossen, P.J. (2009). Toward assessing internet use in the Social Studies classroom: Developing an inventory based on a review of relevant literature. Journal of
Social Studies Research, 33(1),1-32. Simsek, E., & Simsek, A. (2013). New literacies for digital citizenship. Contemporary
Educational Technology, 4(2), 126-137. Singer, A. Ed. (2002). Issues for the 21th century. NY: New Jersey Council for the Social Studies.
Smith, M., & Kollock, P. (Eds.), (1999). Communities in cyberspace. London: Routledge
Soon, M.H., & Chee, Y.S. (2012). Redefining public policy education through an exploratory digital curriculum: Singapore’s statecraft x. Paper presented at the IADIS International
Conference on Cognition and Exploratory Learning in Digital Age (CELDA). Swan, K., & Hicks, D. (2007). Through the democratic lens: The role of purpose in leveraging technology to support historical inquiry in the Social Studies classroom. International Journal of Social Education, 142-168.
Tally, B., & Goldenberg, L.B. (2005). Fostering historical thinking with digitized primary sources. Journal of Research on Technology in Education, 38(1), 1-21.
Thornton, S. (2001). Educating the educators: Rethinking subject matter and methods.
Theory into Practice, 40(1), 72–79. Tinio, V.L. (2007). ICT in Education. Kuala Lumpur, Malaysia: The e-ASEAN Task Force and the UNDP Asia Pacific Development Information Programme (UNDPAPDIP).
VanFossen, P.J., & Berson, M.J. (2008). Civic literacy in a digital age. Contemporary Issues in
Technology and Teacher Education, 8(2), 122-124
VanHover, S. D., Berson, M. J., Bolick, C. M., & Swan, K. O. (2006). Implications of ubiquitous computing for the Social Studies curriculum. Contemporary Issues in Technology and Teacher Education, 6(2), 275-283.
Voogt, J., & Roblin, N.P. (2012). A comparative analysis of international frameworks for 21st century competences: Implications for national curriculum policies. Journal of Curriculum Studies, 44(3), 299–321.
Waring, S.M. (2006). The agentic power of the internet. International Journal of Social Education, 59-72.
Whitworth, S. A., & Berson, M. J. (2003). Computer technology in the social studies: An examination of the effectiveness literature (1996-2001). Contemporary Issues in Technology and Teacher Education, 2(4), 472-509.
Wright, V.H., & Wilson, E.K. (2005). From preservice to inservice teaching: A study of technology integration. Journal of Computing in Teacher Education, 22(2), 49-55.
Zimmerman, D.C. (2010). Project-based learning for life skill building in 12th grade social studies classrooms: A case study. California: Dominican University of California.

Details

Primary Language

English

Subjects

-

Journal Section

-

Authors

Mohammad Farısı This is me

Publication Date

January 11, 2016

Submission Date

January 11, 2016

Acceptance Date

-

Published in Issue

Year 2016 Volume: 17 Number: 1

DOI

https://doi.org/10.17718/tojde.47374

IZ

https://izlik.org/JA85XU96CP

APA

Farısı, M. (2016). DEVELOPING THE 21ST-CENTURY SOCIAL STUDIES SKILLS THROUGH TECHNOLOGY INTEGRATION. Turkish Online Journal of Distance Education, 17(1), 16-30. https://doi.org/10.17718/tojde.47374

AMA

1.Farısı M. DEVELOPING THE 21ST-CENTURY SOCIAL STUDIES SKILLS THROUGH TECHNOLOGY INTEGRATION. TOJDE. 2016;17(1):16-30. doi:10.17718/tojde.47374

Chicago

Farısı, Mohammad. 2016. “DEVELOPING THE 21ST-CENTURY SOCIAL STUDIES SKILLS THROUGH TECHNOLOGY INTEGRATION”. Turkish Online Journal of Distance Education 17 (1): 16-30. https://doi.org/10.17718/tojde.47374.

EndNote

Farısı M (January 1, 2016) DEVELOPING THE 21ST-CENTURY SOCIAL STUDIES SKILLS THROUGH TECHNOLOGY INTEGRATION. Turkish Online Journal of Distance Education 17 1 16–30.

IEEE

[1]M. Farısı, “DEVELOPING THE 21ST-CENTURY SOCIAL STUDIES SKILLS THROUGH TECHNOLOGY INTEGRATION”, TOJDE, vol. 17, no. 1, pp. 16–30, Jan. 2016, doi: 10.17718/tojde.47374.

ISNAD

Farısı, Mohammad. “DEVELOPING THE 21ST-CENTURY SOCIAL STUDIES SKILLS THROUGH TECHNOLOGY INTEGRATION”. Turkish Online Journal of Distance Education 17/1 (January 1, 2016): 16-30. https://doi.org/10.17718/tojde.47374.

JAMA

1.Farısı M. DEVELOPING THE 21ST-CENTURY SOCIAL STUDIES SKILLS THROUGH TECHNOLOGY INTEGRATION. TOJDE. 2016;17:16–30.

MLA

Farısı, Mohammad. “DEVELOPING THE 21ST-CENTURY SOCIAL STUDIES SKILLS THROUGH TECHNOLOGY INTEGRATION”. Turkish Online Journal of Distance Education, vol. 17, no. 1, Jan. 2016, pp. 16-30, doi:10.17718/tojde.47374.

Vancouver

1.Mohammad Farısı. DEVELOPING THE 21ST-CENTURY SOCIAL STUDIES SKILLS THROUGH TECHNOLOGY INTEGRATION. TOJDE. 2016 Jan. 1;17(1):16-30. doi:10.17718/tojde.47374

Cited By

INTEGRATING 21st CENTURY SKILLS INTO TEACHING ENGLISH: INVESTIGATING ITS EFFECT ON LISTENING AND SPEAKING SKILLS

i-manager’s Journal on English Language Teaching

https://doi.org/10.26634/jelt.7.4.13766

Effect of Guided Inquiry Learning Model and Social Skills to the Improving of Students’ Analysis Skills in Social Studies Learning

Journal for the Education of Gifted Young Scientists

https://doi.org/10.17478/jegys.654975

Enhancing Students' Interpretation and Self-regulation Skills Through Socio-scientific Issues (SSI) Approach Related to Environmental Change Topic

KnE Social Sciences

https://doi.org/10.18502/kss.v9i13.16022

HOTS-AEP-COVID-19 and ILMIZI Model on Primary Education Teacher Candidate: Knowledge of Environment and Coronavirus in Jakarta

European Journal of Health and Biology Education

https://doi.org/10.12973/ejhbe.9.1.1

Primary Science and Mathematics Teacher Candidates’ 21st-Century Skills and Self-Efficacy Perceptions After Attending Career Planning Courses: A Cross-Sectional Study

Uluslararası Türk Eğitim Bilimleri Dergisi

https://doi.org/10.46778/goputeb.1509183

Methodology for developing soft skills in chemistry education: theoretical and practical foundations

Educational Dimension

https://doi.org/10.31812/ed.1088

Integración de TIC en la enseñanza de las Ciencias Sociales: prácticas pedagógicas innovadoras y desarrollo de ciudadanía activa

South Florida Journal of Development

https://doi.org/10.46932/sfjdv6n12-016

On Making Humans Human: Engaging Affective, Cognitive, and Spiritual Dimensions within Instructional Design

Journal of Pedagogy and Education Science

https://doi.org/10.56741/IISTR.jpes.001073

Integrating GeoGebra and PhET simulations in mathematics and physics: opportunities and challenges in Rwandan lower secondary schools

Physics Education

https://doi.org/10.1088/1361-6552/ae5b17

DEVELOPING THE 21ST-CENTURY SOCIAL STUDIES SKILLS THROUGH TECHNOLOGY INTEGRATION

DEVELOPING THE 21ST-CENTURY SOCIAL STUDIES SKILLS THROUGH TECHNOLOGY INTEGRATION

Abstract

Keywords

Abstract

References

Details

Primary Language

Subjects

Journal Section

Authors

Publication Date

Submission Date

Acceptance Date

Published in Issue

DOI

IZ

Cite

Cited By

INTEGRATING 21st CENTURY SKILLS INTO TEACHING ENGLISH: INVESTIGATING ITS EFFECT ON LISTENING AND SPEAKING SKILLS

Effect of Guided Inquiry Learning Model and Social Skills to the Improving of Students’ Analysis Skills in Social Studies Learning

Sosyal Bilgiler Dersi Öğretim Programı ve Ders Kitaplarının 21. Yüzyıl Becerileri Bağlamında İncelenmesi

Finding Spaces: Teacher Education Technology Competencies (TETCs)

Öğretim Teknolojisi Algısındaki Değişim Durumunun İncelenmesi: Metaforik Bir Çalışma

Likhang – Modelo na 21st century skills development ladder gamit ang video production bilang tranpormatibong estratehiya

Hayat Bilgisi ve Sosyal Bilgiler Derslerinde Yaşam Becerilerinin Eğilimleri: Bir Meta-Sentez Çalışması

Marzano Taxonomy-Based Assessment Instrument to Measure Analytical and Creative Thinking Skills

K-12 Düzeyinde Türkçe Öğrenen Yabancılar İçin 21. Yüzyıl Beceriler Çerçevesinin İncelenmesi

(Non-)Conceptualisations of teaching and learning in innovative learning environments – a meta-narrative review

Social Studies Integrated STEM (SSTEM): A Mixed Method Research

Research-to-Resource: Use of Technology to Support 21st Century Skills in a Performing Ensemble Program

Enhancing Students' Interpretation and Self-regulation Skills Through Socio-scientific Issues (SSI) Approach Related to Environmental Change Topic

HOTS-AEP-COVID-19 and ILMIZI Model on Primary Education Teacher Candidate: Knowledge of Environment and Coronavirus in Jakarta

Primary Science and Mathematics Teacher Candidates’ 21st-Century Skills and Self-Efficacy Perceptions After Attending Career Planning Courses: A Cross-Sectional Study

Methodology for developing soft skills in chemistry education: theoretical and practical foundations

Integración de TIC en la enseñanza de las Ciencias Sociales: prácticas pedagógicas innovadoras y desarrollo de ciudadanía activa

On Making Humans Human: Engaging Affective, Cognitive, and Spiritual Dimensions within Instructional Design

Integrating GeoGebra and PhET simulations in mathematics and physics: opportunities and challenges in Rwandan lower secondary schools