Technological competence has opened wide opportunities for teachers to integrate computers in teaching learning process. Computers greatly facilitates teaching-learning process for various curricular subjects especially language, mathematics and science. Computer technology is also being increasingly applied in non-instructional (record keeping, grade averaging, communication, etc.) and pre-instructional (developing materials, researching instructional content, etc.) uses.Teachers gradually became comfortable with the technology they interest in the pedagogical use of technology (rather than its operational issues) but also emphasized that such change processes did not occur rapidly and were not easily achieved.
Social Studies is a very significant subject for us Filipinos, since, Social Studies is the integrated study of the social sciences and humanities to promote civic competence.
Within the school program, social studies provides coordinated, systematic study drawing upon such disciplines as anthropology, archaeology, economics, geography, history, law, philosophy, political science, psychology, religion, and sociology, as well as appropriate content from the humanities, mathematics, and natural sciences.
The primary purpose of social studies is to help young people make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world.
The aim of social studies is the promotion of civic competence—the knowledge, intellectual processes, and democratic dispositions required of students to be active and engaged participants in public life. Although civic competence is not the only responsibility of social studies nor is it exclusive to the field, it is more central to social studies than to any other subject area in schools.
By making civic competence a central aim, NCSS has long recognized the importance of educating students who are committed to the ideas and values of democracy.
Civic competence rests on this commitment to democratic values, and requires the abilities to use knowledge about one’s community, nation, and world; apply inquiry processes; and employ skills of data collection and analysis, collaboration, decision-making, and problem-solving.
Young people who are knowledgeable, skillful, and committed to democracy are necessary to sustaining and improving our democratic way of life, and participating as members of a global community.
Apparently, the aim of social studies is the promotion of civic competence—the knowledge, intellectual processes, and democratic dispositions required of students to be active and engaged participants in public life. Although civic competence is not the only responsibility of social studies nor is it exclusive to the field, it is more central to social studies than to any other subject area in schools.
By making civic competence a central aim, NCSS has long recognized the importance of educating students who are committed to the ideas and values of democracy.
Civic competence rests on this commitment to democratic values, and requires the abilities to use knowledge about
one’s community, nation, and world; apply inquiry processes; and employ skills of data collection and analysis, collaboration, decision-making, and problem-solving. Young people who are knowledgeable, skillful, and committed to democracy are necessary to sustaining and improving our democratic way of life, and participating as members of a global community.
On the other hand,technology has gained prominence as a tool within the social studies with the potential to enhance current pedagogic practice. Although an increasing body of research suggests that technology can improve academic achievement, changes in social studies instruction based on these findings have been tempered by the following: (1) questions about the efficiency and effectiveness of computer technology applications in the classroom; (2) the role of teacher education institutions and school settings in facilitating or hindering computer-based activities;
(3) the unrealized potential of technology; and (4) the overlooked consequences of technological development on children and youth with regard to their social functioning, interpersonal interactions.
As Social Studies teacher, we do not concentrate in chalk and board, paper and pencil strategies alone. We must try to use modern technology to teach History, Economics and other aspects of Social Studies through technology.,
Reference:
P. Martollera, Technology and Social Studies or Which way to the Sleeping Giant? Theory and Research in Social Education.
By: MARILYN D. SACDALAN | T-I | BATAAN NATIONALHIGH SCHOOL City of Balanga
