This paper, written by the representatives from social studies organizations, seeks to examine the specific implications of these seven conclusions for the
field of social studies education.
Within a democratic society, citizens need various types of knowledge; consequently, educators must assess how new technology driven forms of knowledge advance the
purposes of social studies education.
Though there are a number of scholars in the field
of social studies education who focus on global studies or global education, they are an intellectually diverse lot and are far from unified on questions of curriculum content and ideology.
A
number of social studies education researchers have explored efforts to leverage digitized primary source documents in this form of disciplined inquiry in history (e.g., Hicks, Doolittle & Lee, 2004; Friedman, 2006, Saye & Brush, 1999, 2004, 2006).
The
vision of the social studies education in Milwaukee Public Schools is to ensure that all students have access to adequate and sustained education in the social studies, which includes geography, history, civics, economics, and the behavioral sciences.
To investigate possible answers to these questions, the integration of theTI - 83s and the data collection focused intensively on one set of preserviceteachers enrolled in a
series of social studies education courses during theirfinal year at a large Midwestern U.S.university.
If the findings of this study are
representative of social studies education and classrooms, then it appears that computers continue to serve the primary function of facilitating students» access to content and remain somewhat relegated to being an appendage to traditional classroom materials.
Second, there has been a
lack of social studies education scholarship on effective uses of educational technology in underresourced schools, and this study aims to shed light in this area.
Scott, now an assistant professor
of social studies education and history at the University of Delaware, points to a middle school math teacher who asked his students to interview adults about the ways math comes up in their everyday lives.