Social studies teachers should hence be more informed of the transformations brought by technology today and attempt to manifest this transformation in their own classrooms. The social studies curriculum, unluckily, has not been greatly influenced by this technology transformation and technology's special task in the development of social studies is not extensively appreciated (Martorella, 1997; Whitworth & Berson, 2003)
Firstly, they ought to employ a wireless laptop cart or a computer laboratory and have entry to the internet to utilize this program. Moreover, previous studies have revealed that teachers have found it quite simple for learners to broadcast unsuitable material on the internet; as well, Google Docs does not operate on older Web browsers (McPherson 2007)
The employment of computers in education unlocks a fresh area of knowledge in addition to providing a means which has the capability to change some of the inefficient and traditional educational techniques (Asan, 2003). Currently, the modernization of educational systems on the basis of data and communication technologies is thought of as very essential (ICT), in terms of literacy for the information society (Orhun, 2003, p
The study revealed that just 14.7% of the social studies teachers utilized database in their classrooms (Pye & Sullivan, 2001)
One of the features of social studies education entails the knowledge of facts, essential historic dates, geographical names, and so on. Hence, drill-and-practice, lessons, and study guides are among the most often utilized programs in the social studies classroom (Rice & Wilson, 1999; Berson, 1996)
" Cazden (1988) analyzed classroom discourse and established that this advancement in learning methods provides students with the chance to take part in the classroom conversations which they rarely conduct on their own. Through the utilization of classroom discourse, students can, and frequently do, learn more fully by conversing with their colleagues in class than being just addressed to by the teacher (Roberts, 2013)
The social studies curriculum, unluckily, has not been greatly influenced by this technology transformation and technology's special task in the development of social studies is not extensively appreciated (Martorella, 1997; Whitworth & Berson, 2003). Like Becker's discovery, other studies have illustrated that social studies teachers drop behind other content area teachers in the implementation of novel teaching techniques offered by technology (Robyler, Edwards & Havriluk, 1997)
It can encourage students to become dynamic learners instead of cramming knowledge; it exhibits their information and thoughts in expressions through the multimedia design and utilizes their higher order thinking abilities such as assessment, analysis, and production (Mai Neo & Ken Neo, 2003; Acikalin & Duru, 2005). Strategy 4: The internet The remarkable development in telecommunication has produced web-pages, emails, online services, specialized electronic networks, software and global information supplies to our homes and schools (Rose & Fernlund, 1997)
They surfaced in 1995 and are described as inquiry oriented actions whereby most if not all of the data utilized by learners is obtained from the web. It is structured to utilize the learners' time appropriately, to concentrate on utilizing data instead of searching for it, and to encourage learners' thoughts about the analytical degrees, assessment, and synthesis (Teclehaimanot & Lamb, 2004; Zukas, 2000)
A national survey performed in the United States revealed that more than 90% of learning institutions currently have some kind of access to the internet. However, when in comparison to the other developed nations, the educational employment of internet in Turkey seems like a good example of how technology in the classroom is being implemented on a global basis (Usun, 2004)
, 1997). Though teachers are now more competent in utilizing database software programs, it is, however, not sufficient for teachers to incorporate these programs into their classroom (Vanfossen, 2001)
The outcomes of this symbolize small movements towards including numerous technological developments across the field. The results, however, disclose that the most common uses of technology in social studies are internet utilization and obtaining of data on the web (Whitworth & Berson, 2003)
Various teachers are starting to establish personal webquests which necessitates students to develop webquests. Development of webquests challenges the learners to survey a subject, summarize the most essential data in the subject, and compile the questions and links for other students to go by (Zukas, 2000)
The influence of parenting styles may occur through verbal interactions, parental beliefs and attributions, and discipline strategies related to their social class. The influence may also arise from their expectation in terms of achievement and the way they relate the social status of parents (Krause, 2009)