According to research, Social Studies teachers have been shown to trail behind other

content area teachers when it comes to integrating technology in innovative manners in their

classroom (Zhao, 2007). With the continuous advancement of technology devices and tools

that surround us and the 21st century student, integration in the Social Studies classroom is

imperative. How else will we be able to prepare students for the world in which they are

growing up and to which they will someday contribute? Just throwing technology tools and

gadgets into the classroom though will not solve the problem. Integration must serve a

purpose and enhance learning for students. This paper will highlight some benefits of

technology integration in the K-2 Social Studies classroom as well as provide some tools and

integration ideas.

For the purposes of this paper we will focus on the elements as highlighted by NC DPI

for K-2 students using an, integrative approach of Social Studies by exploring aspects of self,

others, families and communities across the world in developmentally responsive ways,

(North Carolina essential standards, 2010). We will specifically be looking at integration

among three common K-2 themes: change over time, diversity, and economics.

Studies have shown that using technology in the classroom boosts student motivation

for a number of reasons. First, technology provides relevant content and up to date

information (Fairey, Lee & Bennet, 2000). Additionally, technology can take on the role of

storing the data, creating the graphics, enhancing presentations, and doing the dirty work

(Fairey et al., 2000). This allows students the chance to focus their cognitive energy and efforts

on interpreting the information, discussing it, and applying it in creative ways. For example, the

internet can provide authentic, primary sources with which the students can interact. This
allows students the chance to really practice inquiry and investigation as a real-life historian

would (Fairey et al., 2000). Technology (internet, computers, software, databases) provides the

vehicle with which to present the data, collect, organize, and even create presentations.

Ultimately this allows the student to engage in authentic tasks and research, where they can

practice choosing information and tying it all together (Mason et al., 2000).

Another benefit of using technology in the Social Studies classroom is that it allows

teachers the opportunity to create multimedia presentations that will help students visualize

abstract information, interpret statistical information and data, and aid in the the overall

teaching of the concept (Roblyer and Doering, 2013). Regardless of which theme the teacher is

trying to teach, there are several technological tools to aid in this endeavor. Websites and tools

like Nearpod create an interactive presentation that students can see on their own screen.

Teachers are in control of the information, slide movement, and can even insert interactive

elements like questions and polls to collect formative assessment data, feedback, or pose

reflection questions (Robledo, n.d.).

Other resources for teaching the content include websites like Discovery Education.

Here the teacher can find full length videos, video clips, pictures, and even lesson plans (Bosch,

n.d.) all to aid in the illustration of a certain concept. The goal of resources like this is to help

teachers relate to students some of the more abstract concepts, especially for younger

learners. For example, the K-2 students may not have that much exposure to the outside

world to be able to understand different cultures and places. They also may struggle to relate

to the past because of their limited worldview.

 After relaying the information to students, teachers can then use technology to review

information, check student understanding, and guide students to applying what they learned in

new ways. Audience Response systems like Quia and Polleverywhere, can help teachers modify

their instruction to fit their learners needs because the quick data collection allows teachers to

assess what students have understood, learned, or may even need more help with (Vega,

2013). Other tools like Classroom Jeopardy (Hofer & Harris, 2009 ), allow teachers to create

review games for students so that they can play while they are studying.

Beyond simple review games and quiz-like assessments, technology provides several

ways for teachers to assess learning while promoting creativity and individual expression of the

information. Students can create concept maps with tools like Popplet to organize information

or ideas, make outlines, or even create timelines. One of the benefits of apps like this for

younger students is that they can draw, write, or type the information in the boxes (Darrow,

2011)-- which means they will not be limited by technological skills like typing. Photocollage

apps like Skitch, Doodle Buddy, and Picstitch allow the option for students to create a poster on

a topic, showcase a field trip, or even illustrate a concept with pictures, simple phrases, and

sometimes audio descriptions (Bosch, n.d.). Again, a huge benefit for the K-2 learner is that

these programs allow the learner to showcase what he/she knows in an age appropriate

manner, without hinderance of technology or literacy skills. Teachers can also encourage

students to take on the role of teacher and become an expert on a topic. Of course in the

younger grades much of this will be teacher supported with videos and age appropriate tools

for learning. However, the students could showcase their learning to the class by creating
multimedia presentations with tools like Animoto, Glogster (Vega, 2013), Haikudeck, 30hands,

or ExplainEverything (Bosch, n.d.).

Teaching change over time to K-2 students can be challenging because they themselves

have not experienced that much change or time. This means it falls on the teacher to really

bring to light what change over time looks like in yourself, others, neighborhoods, and

communities (North Carolina essential standards, 2010). Technology provides teachers the

ability to show students neighborhood map machines, pictures and video clips of the past, and

even hear sound bites from the past (Roblyer and Doering, 2013). Tools like VoiceThread,

Timeliner, and Photostory can be used to present oral histories and change in communities but

also can be used by students to create an authentic project (Hofer & Harris, 2009). For

example, students can create a digital story where they interview people from the community

and ask about their childhood, or how the neighborhood has changed (Roblyer and Doering,

2013). These tools can also be used in conjunction with community photographs from past to

present to document change over time in the community. Mason et al. (2000) suggest a

creative project that would connect students across past, present and future. They suggest

having students create a project with artifacts about the present as it is now. Future students

will continue to create these projects, but can look back on the past projects to see what

students created then, what the artifacts were, etc (Mason et al., 2000). This project would

create meaning for students because they would (eventually after a few years of doing the

project) be able to participate in making history and relating to students their own age.

Finally, with technology and resources like the Internet, students can participate in virtual field

trips (Roblyer and Doering, 2013) where they can see historic places and artifacts. Online
museums that offer a glimpse into the past can provide students a chance to see some real

artifacts even if they cannot travel there in person because of cost, distance, safety, etc. Being

able to witness real-life, 3D artifacts can make this element of history more tangible for the K-2

learner.

Diversity is another difficult element to teach to young students because many of them

have had little exposure to many different cultures and ways of life; and those that have may

not fully have understood or picked up on all of the differences. In the K-2 curriculum diversity

studies focus on teaching culture, different languages, holidays, folklore, and celebrations

(North Carolina essential standards, 2010). To really understand and gain something from

instruction about other cultures, students need the ability to interact and have hands on

experience with the culture (Fairey et al., 2000). Technology can aid the teacher in providing

the means to present the concepts and provide for mediums and tools to interact with the

material and with different cultures in numerous ways. First, students can take virtual field

trips to different countries, museums, and even view presentations by guest speakers or

experts on different cultures (Hofer & Harris, 2011). Additionally, the internet can help

students access information about other cultures, allow for correspondence with real students

in different countries and cultures via email or telecommunications, and can foster discussion

groups via listservs about different countries and cultures (Lee, 1999). With email and

video/teleconferencing, students can have prolonged interaction to students of other cultures,

learning alongside them. This can help students see both the similarities and differences of the

cultures as well as help them develop a mutual respect for other cultures (Fairey et al., 2000).

Vega (2013) suggests one example of a project connecting learning communities around the
world called First Peoples Project. In this project indigenous children around the world post

writing, art, and other photographs to illustrate their cultures history and beliefs. Projects like

this can give students an authentic learning experience where they can transcend classroom

boundaries because they can celebrate their own culture while simultaneously learning about

other cultures via the support of technology.

As with change over time and diversity, economics presents its own set of unique

challenges for instruction to K-2 students. Many of them have had experience with getting

money for gifts, chores, etc.; but few have had the experience of truly understanding the

difference of needs/wants, goods/services, supply/demand, spending/saving, and

producers/consumers. These are all elements that are part of the economics course of study

for K-2 students (North Carolina essential standards, 2010). Of course, teaching young

students that they dont need a new toy or junk food can be quite challenging, even with the

help of technology. However, with technology programs and tools like My Classroom Economy,

students can interact with economics in an authentic fashion. With this program students

discuss work ethic and money and are paid for completing classroom jobs (Page, 2014). After

having worked hard to earn their money, students begin to see the importance of saving rather

than spending it all. Students can then also be taught the importance of wants and needs with

additional simulations in the classroom. In addition to classroom simulations, economic

concepts can be highlighted by field trips to different factories and businesses. However as

Danker (2000) points out, these field trips to factories may be problematic because the

students are too young or it isnt safe. With the help of technology though, students can take a

virtual field trip. One example trip that Danker (2000) highlights is a trip to The Hat Factory.
Here students learn about monotonous factory work, basic economic concepts, and can

simulate an assembly line.

Finally, technology can be a huge asset to the K-2 Social Studies classroom because it

offers the power of truly integrated interdisciplinary units of study. Technology can bring

together different subject matters to illustrate to students how history, and all elements of life

for that matter are really interconnected. For example, the Internet, photo databases, and

presentations can provide samples of different art, drama, music, and folklore. Virtual Field

Trips, telecommunication and email can then be used to reach out to experts, explore artifacts,

and learn about different cultures. (Fairey et al., 2000). Massachusetts funded a powerful

example of a truly interdisciplinary and technology integrated unit of study, called The Learning

Network. To create this unit, teacher teams worked together to showcase the history of The

Blackstone Valley. The project included Native American culture units, historical tours of the

town as it changed over time, local industry and economics (The Hat Factory), natural

resources/environment of the region, and industrialization. Many of these units of study

included presentations, virtual field trips, vocabulary components, maps, discussions, design

and creation of artifacts (ex: design their own hat), study of cultural art (ex: basket weaving),

writing activities, science experiments of machines, internet scavenger hunts, and even some

mathematics (Danker, 2000).

As technology continues to surround us and our students, it is increasingly important for

teachers to seize the powerful opportunities that technology can provide. K-2 Social Studies

teachers need to utilize the tools at their fingertips to help bring history to life for their

students. Abstract concepts and ideas like change over time, diversity and economics can
become more concrete, relatable, and tangible for students if teachers advantageously employ

technological tools like multimedia presentations, the Internet, video/telecommunication,

iPads/Apps, simulations, and virtual field trips. Technology will not only aid in the teaching of

these concepts, but it can also provide teachers with ways to have their students interact with

the material in more meaningful matters, creating their own products that showcase their

learning in a 21st century manner.

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