Using HyperDocs to Promote Technology Integration in Social Studies Classrooms

Abstract

Despite more funds being spent on technology tools by Lovett ISD for both students and teachers, social studies teachers are not creating lessons that integrate or use technology to transform the task. Instead, students use technology devices such as tablets and Chromebooks as a substitute for paper and pencils. A 2016 curriculum audit of the district found that technology integration was at the lowest level of SAMR, substitution.

A review of the literature found several key issues that were addressed in this study. The high-stakes testing movement has dramatically impacted social studies instruction. The pressure from high-stakes testing has led to social studies being marginalized in instructional time and curriculum development. Educators often abandon effective technology integration due to the pressure to cover everything required on the test. However, technology integration cannot be ignored by social studies teachers. Students need to be provided educational experiences that allow them to learn how to navigate online information and different types of sources. Social studies teachers need training and support in effective methods that embed technology with content.

The product created for this study was a professional development session for social studies educators over HyperDocs. HyperDocs allow teachers to create lessons that embed the elements of student choice, different types of sources, and a student-created product using technology tools. The steps of the training session were evaluated using the Madeline Hunter Model. Also, HyperDocs were further examined through the use of ISTE standards for students and the SAMR model. A rubric was also created to help teachers see areas of improvement when creating lessons involving technology tools. The professional development session also offers the participants support by sharing HyperDoc resources with peers and online databases.