As the consumption - based model
of technology integration transitions to a participatory approach and technology transitions from a tool for accessing information to a tool to (a) support student authoring and creativity, (b)
facilitate collaboration, communication, and social learning, (c) allow for more
efficient organization and accumulation
of resources, (d) provide venues for student voices through publication and sharing, and (e) support student immersion in learning environments, educators also transition from «extending learning beyond what could be done without technology» (Mason et al., 2000) to «
use technologies to promote effective student learning» (Hicks et al., 2014) In the revisioning
of the first principle, the authors did a commendable job
of affording increased value to range
of tools, methods, content, abilities, and varied contexts
of social studies classrooms.