Advantages of Integrating Technology
As technology continues to advance, the social sciences has
begun to view technology more as an aid rather than a foe. Roblyer & Doering (2012) explain that
teachers originally saw technology as a tool to teach specific content and
skills, “However, as teachers began to see technology making profound changes
in social, civic and economic functioning, they saw value in more constructive
uses” (p. 336). Organizations continue
to expand technology’s capabilities and functions for the social studies
classroom. From simulated
problem-solving environments, such as The Oregon Trail, to geospatial analysis,
“uses of these technologies are becoming written in social studies standards
throughout the nation” (Roblyer & Doering, 2012, p. 341). The most imperative use of technology in a social
studies classroom, in my opinion, is electronic research. Roblyer & Doering (2012) declared that, “Internet
sources give students and teachers up-to-date information they could not obtain
easily from other sources” (p. 341). Access
to primary documents is at the heart of the entire history field. Primary sources are what historians construct
or build their arguments on and are how we develop an understanding about the
events of the past; however, this point poses one of social science teachers’
greatest challenges.
The following like highlights the advantages of integrating
technology in education according to the National Math and Science Initiative:
Disadvantages of Integrating Technology
Although technology aids in understanding key concepts and
skills, the misuse and expense of certain technologies are disadvantages. Certain technological software can be
expensive, and, “Social studies teachers have to make the case that the expense
of these resources is worthwhile due to increased achievement or other benefits
while also understanding how to use constructivist technologies effectively”
(Roblyer & Doering, 2012, p. 336). Ironically,
the most significant disadvantage of integrating technology in social studies
classrooms includes its most pertinent advantage—electronic research. Roblyer & Doering (2012) declare that, “students
must learn where they can look for various kinds of data and facts they need to
complete research in school” (p. 341).
Teachers must encourage their students to practice good website
evaluation skills to ensure that the information they are presented with is
reliable.
The following link provides the advantages and disadvantages
of integrating technology in the classroom:
Specific Activities, Programs, Etc.
Simulated Problem-Solving Environments (Roblyer & Doering, 2012, p. 338)
- Makes concepts clear and meaningful
- Authentic-learning situations
- Information application
- Decision making-skills
Virtual Field Trips
- Interaction with historic people, places, and artifacts
- Immerses the student in the content
- Inexpensive
- Unlimited access by students
Digital Storytelling
- Students can compare and contrast the past and present
- Exposes students to different persepectives and biases
- Reinforces geographic concepts
- Analysis and critical thinking skills
- Personalization
References
Roblyer, M.D. & Doering, A.H.
(2012). Integrating educational technology into teaching (6th ed.). Columbus,
OH: Merrill Prentice Hall.
The article you posted from the National Math and Science Initiative blog started some very good points. I think that giving the students the responsibility of taking care of the instrument and being held accountable for their work will help prepare them for the future. Roblyer & Doering (2013) stated, "students who use these tools in school have a head start on what to do in the workplace"(p.26). However, the most important aspect is that the teachers need to have knowledge of the technology they intend to use. Do you think that, as the popularity of technology used in the classroom increases and the teacher must find time to learn the software, teachers will find shortcuts to becoming familiar with the software just to "get by"?
ReplyDeleteI agree that cost is a big hurdle for teachers, especially with many teachers donating to their classroom out of their own pockets. However, there are many free resources of which teachers can take advantage (virtual field trips, geocaching) (Robyler & Doering, 2012, p. 339-341). I may implement Virtual Trips in my classroom, but geocaching doesn't really seem to fit in my curriculum. Are there any resources you are leaning towards?
ReplyDeleteI like that you mentioned Digital Storytelling as one of your activities. Digital storytelling is so much more involved than just reading a story. Many times history will become overstated, but when new interesting ideas are presented to students they will be more motivated to learn. Roblyer and Doering (2012) stated, “Students will voluntarily engage in creating digital storytelling than are willing to write a traditional essay” (p.340). Do you think Digital Storytelling will become more popular within the next few years? Or will teachers still stick to the information they know and continue with written essays?
ReplyDelete