Social studies education for the 21st century: Addressing challenges with new literacies and a web-based technology tool

Abstract

This study investigates what happened when a group of secondary social studies teachers in Singapore used a conception of social studies as new literacies and a web-based tool to create curriculum using online information sources. Findings suggest the value of understanding teachers in stages along a continuum to highlight the ways teachers respond to new ideas and technologies in the context of existing curricula. These findings demonstrate that greater attention must be given to the ways teachers strive to manage the array of demands made on them as part of their professional practice. Based on these findings, three facets of professional learning experiences with technology are highlighted.