The book's dual-purpose perspective has proven itself effective for prospective teachers learning how to use the Internet in a classroom, as well as for current teachers who want the advantages of the Internet for informing their professional practice and the content of their instruction. In addition, its user-friendly format reassures the novice Web user while still providing the depth sought by experienced “surfers.” Updated to include the newest addresses in the field, this annotated collection of 500+ Web sites is the one volume elementary, middle school, and secondary teachers need in order to make maximum use of the World Wide Web for garnering social studies content and ideas on best practice. Every Web site listed has been checked for relevance and updated and new Web sites have been added to address current topics, including Web sites that focus on the events of September 11, 2001. A Guide Box after each web site lists the ten National Council for Social Studies (NCSS) educational themes and indicates which themes the Web site serves. Encompasses browsers and search engines, Web site organization, “bookmarking,” troubleshooting, and more. Examines legal and ethical issues involved in using Internet and Web resources, as well as exploring how the Web can be integrated into a social studies curriculum. For Elementary, Middle School, and Secondary Social Studies teachers.
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This technology is destined to revolutionize our educational system and ... in a few years it will supplant largely, if not entirely, the use of textbooks.
— Thomas Edison, 1922, statement on the invention of film
Claims of the importance of new technologies by the inventors are not limited to our current cultural advancements. Society's pundits have customarily proclaimed that advances in technology will reshape the face of the human experience. Historians point to the "Gutenberg revolution" as having reshaped the knowledge base, access to information, and learning process of Western civilization. Perhaps not as apparent, subsequent advances such as the chalkboard, ballpoint pen, mass production of paper, mimeograph machine, the public library system, overhead projector, radio, and television also have changed how we learn. The Internet might prove to be second only to the invention of written language itself in its significance as a learning process for society. Marshall McLuhan's declaration—that the problem today isn't that we don't have the answers, but that we don't have the questions—prophesied the new world of information created by the technology we call the Internet.
Social Studies on the Internet is an annotated collection of web sites for use by current and future teachers of social studies at the elementary, middle, and high school levels. It is a new doorway to the best practices, content, and original ideas that are essential to the success of social studies teachers. Mastery of the Internet and its resources can greatly enhance the quality of the learning experience in social studies classrooms.
In this second edition, every web site has been checked, updated, or replaced and new web sites have been added to reflect the developments on the Internet.
SELECTION OF SITES
In selecting the various web sites, four criteria were used:
ORGANIZATION OF THE TEXT
The chapters in this text are organized as follows:
Chapter 1 is an introduction to the terminology of the Internet, various ways to use the Internet's resources, and sites that can provide a tutorial for novices.
Chapter 2 deals with Internet safety, legal and ethical issues regarding use of Internet material, and the integration of the Internet into social studies instruction.
Chapters 3 through 10 contain a wide range of social studies resources that social studies teachers at every level will find invaluable as they begin to use the Internet for their professional development, introduce the Internet into their classroom learning experiences, and change the way they teach. The web sites are organized into chapters based on content topics for ease of use by teachers when they prepare unit and lesson plans.
Chapters 11 and 12 offer social studies teachers a number of resources that will assist them on a variety of fronts, from planning and setting goals to accommodating diverse student populations.
Chapter 13 provides resources that will allow teachers to grow professionally and to respond to the classroom management challenges they face.
Within each social studies content chapter (Chapters 3 through 10), we have identified gateway sites, specialized sites, the kinds of information provided, and connections to NCSS themes. These identifiers will further assist you in determining the suitability of each site for your specific educational goals.
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