Holly, Pam, Karen, Bonnie, Bryan, Chantal

The National Counsil for the Social Studies said, « Powerful social studies teaching is integrative across time and space, connecting with past experiences and looking ahead to the future. It helps students appreciate how aspects of the social world function, not only in their local community but also in the past and in other cultures » (1994, p.33). What are some ways in which technology can enable teaching strategies with these characterictics?

“Electronic portfolios and digital projects are old ideas in technological clothing. Handhelds, virtual reality, and the merging of wireless forms of communication are examples of technologies that are changing life in and outside of the classroom, and are raising questions about what and how our students learn social studies. In turn, emerging information and communication technologies have the potential to reshape how the National Council for the Social Studies and its members seek to fulfill the mission to prepare young people "to fulfill the duties of citizenship in a participatory democracy."

Use of technology that enables them to communicate instantly with friends nation-wide Use of the National Archives and the Library of Congress Use of the National Archives "Powers of Persuasion" exhibit of World War II posters Use of data provided by the Census Bureau

Discussion boards Online chat rooms E-pals

As Mason, et, al., noted, "[T]echnology opens the door to learning social studies skills and content in ways impossible in the traditional classroom." We need to capitalize on many students' ubiquitous, yet social, use of such technology and demonstrate the technology's power as a tool for learning.”

"Extend learning beyond what could be done without technology." One way to extend learning in a meaningful way is to use digital archives of primary sources to engage students in historical inquiry. Introduce technology in context." Students should use technology as a tool for learning social studies content and skills, rather than using technology for its own sake. Include opportunities for students to study relationships among science, technology, and society. Teachers and students should examine the benefits and risks of new technologies including the digital divide, the opportunity for global understanding, and concerns about inappropriate information and online behavior.

Contribute to the research and evaluation of social studies and technology." Educators should take advantage of the ways in which technologies advance the purposes of social studies education. Foster the development of the skills, knowledge, and participation as good citizens in a democratic society. In particular the internet's capacity to provide multiple current perspectives on controversial issues can promote the development of personal civic beliefs. Moreover, sites that provide opportunities for social and political action can help students develop the capacity for civic action both locally and globally.

demonstrate a sound understanding of technology operations and concepts as they relate to social studies education; demonstrate introductory knowledge, skills, and understanding of concepts related to technology; demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies.

Chad Fairey, John K. Lee, and Clifford Bennett, "Technology and Social Studies: A Conceptual Model for Integration," Journal of Social Studies Research 24, no. 2 (2000): 3?9; P. Martorella, Interactive Technologies on the Social Studies: Emerging Issues and Applications (Albany: State University of New York Press, 1997). U.S. Department of Education, Toward A New Golden Age In American Education: How the Internet, the Law and Today's Students are Revolutionizing Expectations (Washington, D.C., 2004), 45. Cheryl Mason, Michael Berson, Richard Diem, David Hicks, John Lee, and Tony Dralle, (2000). "Guidelines for Using Technology to Prepare Social Studies Teachers," Contemporary Issues in Technology and Teacher Education [Online serial], 1, (1). Available: Michael Berson and Peter Balyta, "Technological Thinking and Practice in the Social Studies: Transcending the Tumultuous Adolescence of Reform," Journal of Computing in Education 20, no. 4 (2004): 141. Retrieved from cnets.iste.org/currstands/cstands-netst.html on March 8, This position statement, which was prepared by the Technology Select Subcommittee, was approved