ABSTRACT
Rationale
Findings
As an undergraduate at NC State in the Middle Grades Language Arts and Social Studies program I was first exposed to the inquiry model. I found it to be a powerful tool to initiate student driven work which would allow them to take ownership of and internalize their learning in ways not afforded by traditional methods. As a graduate student in the New Literacies and Global Learning program, specializing in secondary Social Studies, I wanted to grow and deepen my understanding of the inquiry process.
Another aspect of teaching so heavily emphasized in my undergraduate education was the role of technology in the classroom. Transitioning into graduate school I wanted to look deeper into the impact of technology and how best to utilize in the classroom. Which leads me to my compelling question: How does twenty-first century technology enhance and/or facilitate inquiry in Social Studies?
As a result of my course work I have drawn the following conclusions regarding the effect of technology on inquiry. Skillful use of technology has been proven to enhance lessons. Students find lessons more engaging and meaningful when they utilize technology. Equally important, lessons become more meaningful when driven by the students, in doing so they take ownership of and internalize their learning. By engaging in inquiry students are able to do so, utilizing the skills unique to the discipline of history, and the other social studies. By engaging in inquiry students pose compelling questions to be answered through the careful examination of primary sources, facilitated and available due to digitization. The digitization of history, made available by twenty-first century technology, allows unprecedented access to a wide variety of primary sources to students. Therefore the methods of inquiry are made all the more accessible by the use of twenty-first century technology, and when effectively used together combine to create a unique and enriching educational experience.