Conceptualization of the constructivist foundation for the use of technology in elementary school social studies learning

Abstract

Technology is just a tool, and its success in creating effective learning depends on how it is used. Technology integration must consider the underlying conceptual and philosophical framework. Philosophical and theoretical understanding in the elementary school social studies curriculum can provide deeper direction and meaning to learning. This can help teachers and students understand why certain material is taught, how the context of history, geography, economics, anthropology, and sociology influences current issues, and how students can think critically about the information they encounter. This research uses literature observation with a qualitative approach to analyze articles resulting from studies of social studies learning in elementary schools. One theoretical framework that can be used to explain the relationship between the integration of technology and social sciences is the constructivist approach. In this article, we explore the current relationship between social studies education and technology and outline principles for integrating technology in comprehensive and meaningful elementary school social studies teaching.