Social Studies Research and Practice
Volume 1, Number 3, Winter 2006
Social Studies and History Teachers’ Uses of Non-Digital and Digital Historical Resources
John K. Lee
Georgia State University
Peter E. Doolittle
Virginia Tech University
A gap in the literature on digital history was explored through the use of a survey of 104 high school social studies teachers, administered in a large urban/suburban school district in the southeastern United States. The survey examined the extent to which social studies teachers were using non-digital and digital historical resources and the ways in which they were using them. Results indicated that social studies and history teachers were using primary historical sources, but important questions remained regarding the nature of this use. Specifically, it was found that while the teachers in this survey reported using digital and non-digital primary historical sources in their classrooms, they did not report using these resources in a manner consistent with literature-based best practices for social studies and history education.
About the Author(s)…
Peter E. Doolittle is currently the Director of the Educational Psychology Research Program in the Department of Learning Sciences and Technology at Virginia Tech, Blacksburg, VA. He is also the Executive Editor of the International Journal of Teaching and Learning in Higher Education (IJTLHE). His academic background includes 19 years teaching K-12, undergraduate, and graduate students, in public schools and private schools, using traditional and online formats, across several subject areas including mathematics, computer science, statistics, and educational psychology. His current research focus includes the investigation of learning efficacy in multimedia learning environments. Contact information: email@example.com, Virginia Tech
David Hicks is an associate professor of history and social science education at Virginia Tech. He serves as co-editor with John Lee of the social studies section of Contemporary Issues in Technology and Teacher Education. His most recent works include a co-edited book with E. Thomas Ewing entitled Education and the Great Depression: Lessons from a Global History published by Peter Lang. David’s publication have appeared in Social Education, The Mathematics Teacher, Contemporary Issues in Technology and Teacher Education, Teachers College Record, Theory and Research in Social Education, International Journal on Teaching and Learning in Higher Education, Learning and Leading with Technology and the International Journal of Social Education. His research interests include how the integration of multi-media and digital technologies can influence how teachers approach the teaching of history and social science. Contact information: firstname.lastname@example.org, Virginia Tech.