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A volume in Research Methods in Educational TechnologySeries Editor Walter F. Heinecke, University of VirginiaDespite technology’s presence in virtually every public school, its documented familiarity and use byyouth outside of school, and the wealth of resources it provides for teaching social studies, there has beenrelatively little empirical research on its effectiveness for the teaching and learning of social studies. In aneffort to begin to fill this gap in research literature, this book focuses on research on technology in socialstudies education. The objectives of this volume are threefold: to describe research frameworks, provideexamples of empirical research, and chart a course for future research endeavors. Accordingly, the volumeis divided into three overarching sections: research constructs and contexts, research reports, and researchreviews.The need for research is particularly acute within the field of social studies and technology. As the primarypurpose of social studies is to prepare the young people of today to be the citizens of tomorrow, it isnecessary to examine how technology tools impact, improve, and otherwise affect teaching and learning insocial studies. Given these circumstances, we have prepared this collection of research conceptualizations, reports, and reviews to achieve three goals.1. Put forward reports on how research is being conducted in the field2. Present findings from well-designed research studies that provide evidence of how specific applications of technology are affectingteaching and learning in social studies.3. Showcase reviews of research in social studiesIt is with this framework that we edited this volume, Research on Technology and Social Studies Education, as an effort to address emerging concernsrelated to theorizing about the field and reporting research in social studies and technology. The book is divided into four sections. The first section ofthe book includes three descriptions of research constructs and contexts in social studies and technology. The second section is focused on researchreports from studies of student learning in social studies with technology. The third section containsresearch reports on teachers’ pedagogical considerations for using technology in social studies. In thefourth and final section, we present work that broadly reviews and critiques research in focused areas ofsocial studies and technology. This volume contains twelve chapters, each of which focuses on socialstudies content and pedagogy and how the field is affected and enhanced with technology. The volumeincludes research and theoretical works on various topics, including digital history, digital video,geography, technology use in the K-12 social studies classroom, and artificial intelligence.
