Social Studies Research and Practice
Volume 2, Number 2, Summer 2007
The Impact of Using Digital Timelines in the Social Studies Classroom
Vivian H. Wright
The University of Alabama
Hillcrest High School
In this study, the process and effects of integrating an innovative technology were examined in one U.S. history teacher’s classroom. Specifically, the impact on the teacher and the students from using digital timelines to understand history are presented. Recommendations from this study include the following: (a) the importance of examining and including a variety of documents to present multiple perspectives and to portray different voices in a digital timeline; (b) the need for the teacher to articulate and describe the how and the why of the digital timeline assignments as it relates to understanding historical content knowledge, and (c) the need for students to think critically about the dates, events, and figures included in their timelines.
About the Author(s)…
Elizabeth K. Wilson is a Professor of Social Studies and Reading Education at The University of Alabama. A former middle and high school social studies teacher, Dr. Wilson participates in many school-based activities. She received her Ph. D. in Curriculum and Instruction from Louisiana State University. Her research interests include social studies and literacy teacher beliefs and practices and technology integration. She can be reached at firstname.lastname@example.org.
Vivian H. Wright is an associate professor of Instructional Technology at The University of Alabama. In addition to teaching in the graduate program, Dr. Wright works with teacher educators on innovative ways to infuse technology in the curriculum to enhance teaching and learning and has helped initiate and develop projects such as Master Technology Teacher and Technology on Wheels. Her research interests include K-12 technology integration and asynchronous education. She can be contacted at email@example.com.