Lee, J. and Doolittle, P. (2006). Social Studies and History Teachers’ Use of Non-Digital and Digitial Resources. Social Studies Research & Practice, 1, 291-311.
This article was about a qualitative research study that examined teacher attitudes towards technology use in the classroom. Surveying 104 social studies teachers of various grade levels, the study focused particularly on how often teachers utilized web-based or digital primary sources, and whether the use of these sources aligned with the goals of pursuing a more inquiry-based learning approach in the classroom. The study found that while teachers highly valued the use of primary sources, several difficulties prevented them from using primary sources more. These included lack of computers with web-access, curricular restraints, and having to teach to standardized tests. The study also revealed, however, that teachers generally were uncomfortable and less than proficient in locating digital primary sources and reliable history web sites. For example, many of the teachers relied on “culturally popular websites” (e.g., the History Channel) rather than digital historical libraries and archives on the web that would be more useful (e.g., the Library of Congress American Memory). Moreover, the study also highlighted that even when digital or non-digital primary sources were used, it remained unclear whether teachers used those sources to foster higher-level historical thinking and richer learning experiences, or if they simply reinforced the learning of facts, events and ideas.
While there are certainly external obstacles that might keep teachers from using primary sources in the history classroom, I think the issue lies more with the ability of teachers to locate and use web-based primary sources properly. Helping students develop their historical thinking skills is something that all social studies teachers value, and primary sources have a unique—and I would say central—role in this process. If this is to remain one of the standards which we strive towards, being proficient on the web is essential. The primary source materials in textbooks, for instance, are most often excerpted and taken out of context—in other words, they are insufficient with respect to good historical inquiry. But more importantly, I think it’s important to remember that even when the web or technology is being utilized, it does not guarantee effective teaching. Technology can pique student interest and engage kids in ways different from traditional book and lecture-based learning—a wonderful reason for teachers to become comfortable with the web or certain software programs. But it does not necessarily translate into effective teaching or meaningful engagement of the content—one can still fall into the trap of teaching names, dates and the “facts.”
