Chapter 6
Toward democracy
Social Studies and TPACK

Social studies consists of many different disciplines such as; history, geography, political science, economics, behavioral sciences, cultural studies and more (129). Social studies in itself lack discipline structure. There are many different areas to understand and grasp in the extensive field of social studies, and with that comes some challenges. Teachers must locate high quality resources and utilize them so children can use and adapt their knowledge and figure out real life issues and problems. Technology is a tool that can aid in the learning process of children in all areas, but the communication piece is critical in social studies. Using technology the children can share ideas and perspective with others to solve world problems, they can talk to experts in the field, they can influence and impact others around the world. After reading this chapter, I found myself thinking about how important technology is within the area of social studies and how they can blend so seamlessly when the focus is on democracy. For example, “citizenship in a democracy implies critical thought and critical thought requires information (133).
This chapter provides a look at how to integrate technology in the social studies curriculum. The author states the needs and importance of using technology in the field of social studies. In regards to social studies education and technology there are many strategies and actions that teachers can do in order to integrate technology within the social studies curriculum. When reading this chapter, I found that a lot of the information not only applies to field of social studies, but also in my own classroom. I found some links and resources that can be used and adapted in my Kindergarten classroom. Many new technologies and Web 2.0 tools can be used for both teaching and learning in the area of social studies.
I agree with the reference to John Dewey’s way of life that says a democratic life is associative and constructive involving continual change. He goes on to state that “citizens need to deliberate and reflect in a communal arena where barriers to participation are minimal and individuals act in practical and meaningful ways to improve their own life and contribute to the progress of humanity” (140). It saddens me that even in the 21st century we are failing to provide children with this democratic system and that even in school, this kind of ideology is not a top priority. I think that with effective uses of technology these discussions, understandings, knowledge, and meaningful connections can be real to the children in our schools and they can have the power and means to impact and inspire others and share their learning with others.
With the resources and tools that now exist with the broad scope of technology from online digital histories, etc.
What I found in this chapter, that validates my own beliefs is the importance of sharing children’s work and using technology their work has more meaning and purpose when posting it on the web for others to see and respond to. This sharing of work really promotes value beyond the classroom and school, it “generates personal, aesthetic, and social significance (134). I believe that the use of technology can increase motivation and encourage authenticity. Overall using technology allows children to have a voice in what and how they learn, leveling the developmental differences. Technology can provide children with the opportunity to follow their interests and design their own learning environments enhancing their communication, critical thinking, problem solving, inter-personal skills, all while making their learning more personal, active, and applicable.