Table of Contents

SECTION 1: RESEARCH CONSTRUCTS AND CONTEXTS. More to Follow: The Untapped Research Agenda in Social Studies and Technology, John K. Lee. Using the Affordances of Technology to Develop Teacher Expertise in Historical Inquiry, John W. Saye and Thomas Brush. Student-Created Digital Documentaries in the History Classroom: Outcomes, Assessment, and Research Design, Thomas Hammond and Bill Ferster. Conceptual Change and the Process of Becoming a Digital History Teacher, Philip E. Molebash, Rosemary Capps, and Kelly Glassett.; SECTION 2: RESEARCH ON STUDENTS' LEARNING IN SOCIAL STUDIES WITH TECHNOLOGY. Student and Teacher Perceptions of the WebQuest Model in Social Studies: A Preliminary Study, Phillip J. VanFossen. Multimedia-Based Historical Inquiry Strategy Instruction: Do Size and Form Really Matter? David Hicks and Peter E. Doolittle.; SECTION 3: RESEARCH ON TEACHERS USING TECHNOLOGY IN SOCIAL STUDIES. If You Build It, Should I Run?: A Teacher's Perspective on Implementing a Student-Centered, Digital Technology Project in His Ninth-Grade Geography Classroom, Sonja Heer Yow and Kathleen Owings Swan. Technology Integration: The Trojan Horse for School Reform, Cheryl Mason Bolick. The Effect of Teachers' Conceptions of Student Abilities and Historical Thinking on Digital Primary Source Use, Adam M. Friedman.; SECTION 4: RESEARCH REVIEWS. Utilizing the Power of Technology for Teaching with Geography, Tina L. Heafner. Artificial Intelligence in the Social Studies, Daniel W. Stuckart and Michael J. Berson. Digital History: Researching, Presenting, and Teaching History in a Digital Age, Fred Koehl and John K. Lee.

About the Author

JOHN LEE LONGEWAY is associate professor of philosophy at University of Wisconsin, Parkside. He is the author of William Heytesbury: On Maxima and Minima.