The Study

In this chapter, Professor Cynthia Okolo and her colleague Ralph Ferretti of the University of Delaware discuss an approach to improving social studies education for all students, including those with mild disabilities. The approach is technology-supported, project-based learning, which is predicated on the belief that all students should participate in learning experiences that prepare them to think critically about social issues and to play active citizenship roles.

Findings

The authors begin by pointing out that they believe social studies instruction should encourage thoughtfulness and reflection, and such things are possible “when students are challenged to use skills and knowledge in the service of solutions to authentic problems.” In addition, they believe that all citizens, including persons with disabilities, should participate in the process of democratic decision making. During a four-year period, the researchers worked in inclusive social studies classrooms with students in grades 4 through 6 where they used the technology-supported, projected-based learning approach. A central aspect of their approach is engaging students in authentic projects. The authors note that project-based activities provide a framework for organizing concepts and principles. In addition, students engage in investigations that enable them to formulate and refine specific questions, locate data sources or collect original data, make and support interpretations about the results of their investigations, and communicate their interpretations to a variety of audiences. Projects lead to the development of “artifacts that represent students’ proposed solutions to problems, reflect their emerging understanding about the domain, and are presented for the critical consideration of their peers.” As part of the project-based approach, researchers included multimedia technology to “extend and amplify” the learning of students. The authors then outline four of their studies involving technology-supported, project-based learning. What they found was that project-based investigations produced gains in students’ knowledge about the domain; improved or maintained attitudes about social studies and enhanced feelings of self-confidence, especially when the intervention was sustained over time; and promoted the use of data-based justifications to support claims about controversial issues. The researchers also note some problems. In two of the studies, teachers who did not have strong classroom management skills were less successful in implementing the approach and, consequently, students’ gains were not as significant as those of students in well-managed classrooms. The limitations of teachers’ knowledge, incompatible curricular goals, and other issues also constrained the sustainability of some project-based investigations. Despite the problems, the authors conclude that “we are sanguine about the future prospects for the work described in this chapter. Perhaps more than anything, we are heartened by the enthusiasm shown by students and the creativity of our colleagues in the schools who share our commitment to prepare these students for the world they will inherit.”

What It Means To You

Do teachers in your district go beyond the textbook when it comes to social studies, and use approaches like technology-supported, project-based learning. Such an approach can have positive outcomes for all students, including those with disabilities.

For More Information

Okolo, C.M. & Ferretti, R.P.(2000). Preparing future citizens: Technology-supported, project-based learning in the social studies. In J. Woodward & L. Cuban (Eds.), Technology, Curriculum and Professional Development (pp. 47-60). Thousand Oaks, CA: Corwin Press.

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