Literature Review: Domain C

Zachary LeBrun
TED 690: Capstone
Literature Review: Domain C
Professor Johnson
June 12, 2015

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Abstract

This paper features a literature review of Joseph Brauns article, Ten Ways to Integrate
Technology into Middle School Social Studies (1999). Though relatively dated, this article
provides an excellent list of how and why technology can be implemented into the social studies
classroom, as well as other content area classes for that matter. Brauns article explores a rapidly
growing world of technology and addresses practical application, collaboration, simulation, and
support. Following the literature review is a reflection of this article as it pertains to California
Teacher Performance Expectation, Domain C (2013). This article clearly provides valuable
information and insight on how to engage and support students in learning.

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Summary

Braun begins his article, Technology into Middle School Social Studies (1999), by
describing the relatively unchanged world of social studies in school. His explanation refers to a
class where students, in neat rows, act as empty receptacles waiting to be filled (p. 345).
While this explanation may not fully characterize the nature of the social studies classroom in
2016, it is not surprisingly off base. Even a look at the current History-Social Science Content
Standards for California Public Schools (2000) reveals a relatively fact-based set of standards.
The rise of Common Core has led to revised standards that focus on process driven learning
(California Common Core State Standards: English Language Arts & Literacy in History/Social
Studies, Science, and Technical Subjects, 2013). Though a visit to any number of schools across
California would reveal that the process driven standard still take a back seat to the fact-based
content standards.
Braun describes the fast growth in the type, availability, and affordability of technology
and explains its place in education, specifically the social studies classroom, and provides ten
ways to best implement the technology. While Braun wrote about this in 1999, the world we are
a part of features the same basic principles, increase in technology development, availability, and
affordability.
The first two tips provided are extremely relevant, especially for teachers seeking to
increase their level of familiarity with technology. Braun provides the tips Get a Buddy and
Use Your Smarts to Search. Get a buddy is an extremely important tip as it relates to finding a
technology ally, another individual who is knowledgeable and willing to share with you. Using
smarts refers to seeking out information on the internet. In a social-studies class where
identifying and evaluating is of the utmost importance, these skills can be applied when seeking

Literature Review: Domain C

information on the internet. A wealth of information is available to the social studies teacher and
student about a variety of topics, the key is using critical thinking to determine the value of
information. Between finding another person for tips, and seeking information on the web,
technology and the internet can become a staple in the classroom.
The article continues to outline the many ways to implement tech into the social studies
classroom, including using technology as a vehicle to share information and collaborate. Using
newsgroups, emails and web pages, students can be connected to their peers and teachers to
increase their accessibility in and outside of the classroom. To go further, social-studies teachers
can create webpages to post class information and other links to extended learning content.
Braun has one tip called Using all the Bells and Whistles, this tip outlines the variety of
applications technology can have. With the growth and breadth of available technology,
accessory components to computer technology such as digital video and still cameras can be
used to further enhance the experience.
What is most relevant and effective when it comes to student learning and engagement are
Brauns tips Be Stimulating when Simulating and Getting It in the Information Age: Socrates
Finds Cyberspace. Through the use of digital simulations, students have the opportunity to
make real-life decisions as a part of their learning experience. Further, activities such as Web
Quests can be used as part of a project-based learning curriculum that help students construct
social studies knowledge on experiences and problem solving. This is in stark opposition to how
Braun begins his article by referring to students as empty receptacles waiting to be filled.

Reflection

Literature Review: Domain C

Brauns article provided an excellent outline of how to effectively implement tech in the
social studies classroom. While this article was written specifically about social studies, the
content can easily be applied to any content area. As it pertains to TPE Domain C, this article
reinforces principles I have implemented as a part of my social studies classroom. The use of
technology alone increases student engagement, as middle school students of 2016 have never
known a world without computers and smartphones. Providing simulations through the use of
games and online search activities, students are immersed in an experience that will not only be
more engaging by its very nature, but provide a memorable experience. These strategies are
developmentally appropriate for middle school students, as they provide opportunities for
collaboration, and the opportunity to take intellectual risks. For example, in a simulation game,
the student can take a risk by trying something new, the result, positive or negative, will lead to
learning. Furthermore, recordkeeping technology can aid in assessment of the students to inform
future instruction. Brauns article is a great resource for any teacher who wants to have an
engaging and technologically relevant class. By taking the advice to heart, using technology can
easily make any classroom more engaging, accessible, and appropriate for any age group.

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References

Braun, J. A. (1999). Ten Ways to Integrate Technology into Middle School Social Studies. The
Clearing House, 72(6), 345-351.
California Common Core State Standards: English Language Arts & Literacy in History/Social
Studies, Science, and Technical Subjects. (2013, March). Retrieved from California
Department of Education:
http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf
California Teaching Performance Expectations. (2013, March). Retrieved from Comission on
Teacher Credentialing: http://www.ctc.ca.gov/educator-prep/standards/adopted-TPEs2013.pdf
History-Social Science Content Standards for California Public Schools: Kindergarten Through
Grade Twelve. (2000). Retrieved from California Department of Education:
http://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf