Recent studies have shown that merely adding technology to one's curriculumis not enough to bring about instructional reform in social studies education.There is a need for «thoughtful curriculum development, and careful instructionaldesign based on the thorough and on - going explication of assumptions aboutsociety, learners and learning, as these are critical to the productive useof technology as to any other teaching mode» (
Shaver, 1999,
p. 27).