Using Technology-Enhanced Learning Environments to Support Problem-based Historical Inquiry in Secondary School Classrooms

被引：28
作者：
Saye, John W. [1 ]
Brush, Thomas [2 ]
机构：
[1] Auburn Univ, Dept Curriculum & Teaching, Auburn, AL 36849 USA
[2] Indiana Univ, WW Wright Sch Educ, Bloomington, IN 47405 USA
来源：
THEORY AND RESEARCH IN SOCIAL EDUCATION | 2007年 / 35卷 / 02期
基金：
美国人文基金会;
关键词：
D O I：
10.1080/00933104.2007.10473333
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
This article summarizes findings from a nine-year research program investigating how technological affordances might be used as a part of holistic learning environments to support teachers and learners in disciplined inquiry about persistent social issues. We discuss what our findings suggest about the potential and the limitations of technology-supported learning environments for improving learner engagement, empathy, complex reasoning, and decision-making. Finally, we highlight areas for continued research.
引用
收藏
页码：196 / 230
页数：35
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