Digital Technology and the End of Social Studies Education
ARTICLE
Bill Tally
Theory and Research in Social Education Volume 35, Number 2, ISSN 0093-3104
Abstract
In Fall 2000, when "Theory and Research in Social Education" (TRSE) first dedicated an issue to technologies in social studies education, Neil Postman contributed a View Point piece to this issue. Postman, who died in 2003, was an interesting choice because he was an outspoken critic of educational technology who believed that, as he said at the time, "the new technologies both in and out of the classroom are a distraction and an irrelevance." Taking his cue from Postman, the author addresses the issue of digital technology in social studies education by telling a story of his own. He offers a wandering narrative--and an old-fashioned one at that--common in the religious stories that Postman saw as the prototype for all cultural stories: the narrative of faith, tested by doubt, emerging reaffirmed. He also discusses two elements that he believes need to be far more present in social studies education, at the pre-service and K-12 level: (1) Clearer disciplinary perspectives; and (2) easier ways of working with data within these perspectives. Technologies, if carefully designed, can be helpful in both areas.
Citation
Tally, B. (2007). Digital Technology and the End of Social Studies Education. Theory and Research in Social Education, 35(2), 305-321. Retrieved March 28, 2024 from https://www.learntechlib.org/p/99634/.
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Cited By
View References & Citations Map-
Navigating Access and Maintaining Established Practice: Social Studies Teachers’ Technology Integration at Three Florida Middle Schools
Caroline Sheffield, University of Louisville, United States
Contemporary Issues in Technology and Teacher Education Vol. 11, No. 3 (September 2011) pp. 282–312
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GeoThentic: Designing and Assessing with Technological Pedagogical Content Knowledge
Aaron Doering, Cassandra Scharber & Charles Miller, University of Minnesota, United States; George Veletsianos, University of Manchester, United Kingdom
Contemporary Issues in Technology and Teacher Education Vol. 9, No. 3 (September 2009) pp. 316–336
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