Professional Documents
Culture Documents
Outside the classroom walls, today’s teens have the world at their
fingertips. They communicate and share opinions through blogs, publish
videos on You Tube, join action groups on FaceBook, buy and sell on
EBay, create entire worlds of their own in Second Life, and connect to
people from all over the world through chats and forums. This all comes
to a screeching stop when they walk into the Social Studies classroom.
They come in, sit quietly, open their textbooks, and squint at the big
bright screen in front of them where all they need to know is annotated in
bullet form, except for the area where the classroom teacher’s shadow
cuts into the magnified text. This is where and how they are expected to
engage in the critical analysis of world events and the history society. No
wonder high school students find Social Studies boring; Social Studies
education is still in the Dark Ages! Despite current theories on learning
and technological advances that support these theories, most Social
Studies courses at the secondary level are still textbook-based and
teacher-centered. Mostly, this is due to the fact that access to technology
in secondary schools is problematic and that teacher training programs fail
to provide adequate theory instruction on technology integration in their
curriculum. As a result, teachers often question whether technology is a
solution or just part of the problem, perpetuating the cycle of falling back
into the path of least resistance: textbook-based teaching. This paper
proposes a new model for Social Studies curriculum design that utilizes
the latest technologies and pedagogy to engage grades 9-12 students in
life-long autonomous student-centered learning based on John Lutz
(Department of History / University of Victoria, British Columbia) and Ruth
Sandwell (Department of Theory and Policy Studies in Education / Simon
Fraser University, British Columbia)’s ideas of technology integration and
instructional design in the study of history.
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Context
By today's standards and in one student's own words, textbooks are "absolutely
100% junk" (Hope, 1996). Current educational reforms in Social Studies in the Hong
Kong area confirm what Hope, and many others since, had discovered in the mid-90s:
textbooks no longer suit the needs of young learners (Angus, 2004) because they
simply do not possess the sort of affordances needed to engage learners in meaningful
new knowledge is socially constructed in parallel with prior knowledge and consistent
with the learners’ cognitive level. Most importantly, constructivism tells us that learners
become active in learning when the experience is highly relevant to them (Driscoll,
2005; Miller, 2002; Scardamalia, 2004). Whereas textbooks are knowledge dispensers,
constructivists assert that knowledge cannot be acquired passively from one source to
another but rather, it must me actively constructed through the hands-on collecting and
that in order for learners to even become motivated to learn, the experience must
create a need for new information, that is, provide learners with problematic gaps in
information that will elicit curiosity and sustain motivation (Edelson et al., 2002).
afforded, nor are alternate perspectives accessible. Moreover, this conventional model
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of instruction is most often associated with exam-driven and teacher-centered learning,
a pedagogy in which there is little room for inquisitive minds and personal interests. In
brief, textbooks may be convenient for the lack of access to more specialized learning
tools and or innovative curriculum, but they are in fact inflexible ‘one-size-fits-all’ tools
Shifting Gears
In order to bring Social Studies out of the Dark Ages and into the 21st century,
we need to switch tracks and start making use of the new technologies that are now
openly available, and inform ourselves from innovative pedagogical models to design
21st century curriculum and learning experiences that students will find engaging and
that will promote the development of critical skills needed in today’s world. The model
integrating the latest technologies, and made available to all BC Social Studies students
and teachers in both French and English. Aside from providing students with an
environment better suited to the study of history and society, SSCIE would provide BC
teachers with open access to ready-made structured, flexible and current learning-
outcome oriented teaching materials and pedagogies. This model would involve a
learning outcomes (PLO) for Social Studies students grades 9-12, with instructional
design firmly anchored in current research on technology and learning, but call for the
modification of existing Ministry protocols for assessment without which this model
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would not work. Finally, because this model entails daily interaction over the Internet as
Theoretical Foundations
(Integrated Laboratory Network) and to manipulate objects in real time (WISE, Open
Hearts – Closed Doors). However, not all webtools were created equal. Cavanaugh &
Cavanaugh (2008) argue that different webtools fall at different places on the
‘democratic continuum’ (see fig. 1). Collaborative productivity webtools for example, are
located at the tip of the democratic continuum. Integrated into curriculum design, such
tools can help students become independent learners because "[w]hen transactional
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distance increases, learners have the added responsibility to learn autonomously"
webtools, such as wikis and forums, places learners in a perpetual front-row seat
position from where they can harness Web affordances to link and express ideas using
Because the study of history and society involves the selective collection and
careful analysis of various sources and artifacts, and because the Web is much too vast
to leave choice to skill level and cognitive ability (Mayer, 2004), a solid framework must
be at the foundation of the constructivist online learning. Chang & Wang (2009) concur
moderated / integrated by using the appropriate webtools. Pure discovery, Mayer says,
is a recipe for disaster. "[W]hen students have too much freedom, they may fail to
come into contact with the to-be-learned material" (Mayer, 2004). Further, Chang &
adequate support from either teachers or more-able peers, the steps they take to
problem-solve may lead them astray. That is, if left to too much on their own to surf
the often misleading information super highway, learners will impede knowledge
construction instead of furthering it. This is not to say that nothing can be gained from
mistakes made during the process of inquiry. On the contrary, Chang & Wang explain
that when discussed with peers / teachers, such mistakes can result in 'deep-learning'.
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Based on Vygotsky's ideas about constructivism, displaying, comparing,
(Land et al. 2002). When pedagogy relies solely on textbooks, learners lose the
opportunity to process information because editors and writers have already done the
work for them. In keeping with constructivist principles, students should be given as
many opportunities to process and construct their own knowledge (Land et al., 2002).
Caverly & Ward (2008) suggest that wikis afford learners the very opportunities
construct a document online by subscribing and then editing multimedia using simple
text editors". Moreover, they suggest that through the lens of multiple perspectives and
the funneling of ideas, learners are able to derive an agreed-upon truth and
understanding. The Web gives learners “access to information and materials that were
previously unavailable [and] that can allow students to evaluate and substantiate
differing points of view on a particular topic” (Heafner & Friedman, 2008). However, the
'wisdom of the crowd' generated in wikis needs to be kept in check through structured
dialogue that can be followed in a linear manner and accessed by order of relevance
over time on an on-going basis. Zhang & Peck (2003) explain that moderated
development' (ZPD). Discussion forums are an essential tool for knowledge construction
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Inspiration
In an interview with The Beaver – Canada’s History Magazine last year, Dr. John
Lutz & Dr. Ruth Sandwell explained that the most exciting part of studying history in
conventional pedagogy, the “process of creative and critical inquiry into primary
History (UMCH) website in 1997, which is the inspiration behind SSCIE’ instructional
This project was initiated in 1997 with the launching of the "Who Killed William
Robinson?" website which introduced the format. A virtual archives was assembled
to include all the key documents available on or surrounding the death of William
Robinson in 1868 on Salt Spring Island, B.C. from the relevant collections. Each of
the documents was transcribed and assembled thematically on an engaging website.
Teachers' guides were prepared to assist implementation in the classroom and
students were invited to "solve" this old crime.
The foundational philosophy behind UMCH is largely based on active learning theory
(ALT) and "document centered inquiry" (DCI). The site promotes and supports the idea
that critical thinking and inquiry are at the core of knowledge building and retention.
According to Lutz & Sandwell (n.d.), the study of history should be about a journey of
inquiry and exploration “rather than a set of facts to be memorized and regurgitated on
tests”. At the time this project was initiated, 12 years ago, technology and open-source
webtools were not as accessible as they are now in public schools and homes. As such,
Lutz & Sandwell point out that UMCH was not designed as a stand-alone; it was
discussions. Each case (a total of 13 to date) can be tied to specific learning outcomes
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ICM
SSCIE would be the first interchangeable curriculum model of its kind. Since
all learning materials, productivity and collaboration tools in this design would be Web-
based, SSCIE curriculum could be used in any Internet-ready classroom equipped with
a class set of laptops. PCs are not recommended since they have been known to come
in the way of classroom management and interactions. SSCIE could also support a
classroom. What is more, SSCIE would already possess all the elements needed to
become an online course and would need only to be integrated / merged into the
Design
organized in a hierarchic fashion: course level (9-12), PLO, thematic folders to suit
various areas of interests and learning styles. A main website could host all 9-12 Social
Studies courses, links to forums and wikis, and teacher resources. From there, the
already exists.
Reality or Fiction?
A grade 9 student logs into SSCIE, selects his / her course level and unlocks the
next learning outcome for this course: the student will be able to defend a position on a
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controversial issue after considering a variety of perspectives. A cloud of possible paths
appears… among them one stands out more than the others: Global warming - Whose
fault is it anyway? After reviewing a short case history file, the student decides that this
is how he/she plans to satisfy this particular learning outcome. A choice is made and
archives on global warming open up. Several archives are available: video, newspaper,
scientific database, artifacts… This student chooses to further his / her inquiry through
the exploration of the video and artifacts archives. Once the student has gained insight
from a few differing perspectives, he / she posts an initial reaction in the appropriate
forum to which peers from anywhere in BC / the world, including the classroom teacher
will respond. His response stirs conversation in the classroom with other students who
also chose this particular topic. After some consideration and review of the material, the
student creates a wiki entry to make his / her case under the appropriate learning
outcome before the wiki section to this learning outcome times out! As the student
locks this section, another learning outcome unlocks, but this time, he / she will
Assessment
face-to-face feedback. There would be no quizzes or final exam for any of the SSCIE
courses because regurgitating facts is not the focus of this curriculum design. Rather,
students demonstrate that they have achieved all learning outcomes by producing
digital artifacts to illustrate how they have met the course requirements. Online forums
and wikis make participation transparent and thinking visible (Linn et al., 2003), and
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students are assessed by the quality and thoughtfulness of these contributions. Once all
outcomes have been completed, the student’s wiki serves as the summative assessment
Limitations
Several obstacles stand in the way of this vision; none of which are
insurmountable. Number one: This is not a one-man / woman-job. It took Lutz and
Sandwell several years and a team of dedicated historians, web designers, editors,
translators and more, to complete 13 mystery learning adventures. The task of building
a database for each learning outcome of one course is monumental. However, there is
strength in numbers. It is reasonable to think that those who are already investing time
and money in building the same online course, there are currently 31 distance
education Social Studies 9 courses offered in BC (Virtual School Society), might find a
teachers across BC on an on-going basis will be central to keeping archives fresh and
relevant to current trends and topics. Another possibility would be to evolve to an open-
learning model and involve other global organizations such as the SEED project, which
education in developing countries. Number two: This will bare a heavy initial cost that
grants. Proposals should underscore the interchangeable aspect of this model, the
potential savings to the Ministry over time, and the potential savings in human
resources at the school level since new teachers would be able to invest their time in
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supporting their students as apposed to building course materials. Number 3: This
model bases itself on the premise that one-to-one technologies will soon be readily
available to all in public schools and that the infrastructure to support such network will
the benefits of this model; perhaps a pilot following students from grade 9 all the way
to their completion of grade 12. Although there already exists a good body of evidence
learners and promotes life-long learning, it will be essential that long-term effects on
learning are assessed before this model can become a reality. Moreover, it would be
establish whether or not they have in fact acquired the desired skills. Number 5: This is
pioneering at its best and the unexpected is to be expected, of course. But as this
paper suggests, textbook-based learning in the Social Studies classroom offers little else
other than a basis for perpetuating the cycle of boredom and mind-wasting.
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Works Cited
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