Welcome to the InfoSci Platform
Reference Hub1
Framing Historical Thinking in the Digital Age

Framing Historical Thinking in the Digital Age

Scott M. Waring
Copyright: © 2019 |Pages: 23
ISBN13: 9781522580096|ISBN10: 1522580093|EISBN13: 9781522580102
DOI: 10.4018/978-1-5225-8009-6.ch021
Cite Chapter Cite Chapter

MLA

Waring, Scott M. "Framing Historical Thinking in the Digital Age." Handbook of Research on Emerging Practices and Methods for K-12 Online and Blended Learning, edited by Tina Lane Heafner, et al., IGI Global, 2019, pp. 436-458. https://doi.org/10.4018/978-1-5225-8009-6.ch021

APA

Waring, S. M. (2019). Framing Historical Thinking in the Digital Age. In T. Heafner, R. Hartshorne, & R. Thripp (Eds.), Handbook of Research on Emerging Practices and Methods for K-12 Online and Blended Learning (pp. 436-458). IGI Global. https://doi.org/10.4018/978-1-5225-8009-6.ch021

Chicago

Waring, Scott M. "Framing Historical Thinking in the Digital Age." In Handbook of Research on Emerging Practices and Methods for K-12 Online and Blended Learning, edited by Tina Lane Heafner, Richard Hartshorne, and Richard Thripp, 436-458. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-8009-6.ch021

Export Reference

Mendeley
Favorite

Abstract

It is undeniable that students today are fundamentally different than those of previous generations and that many students of this generation do not enjoy history, as it is typically ranked as one of the least favorite subjects in K-12 schools. A large reason for this is the fact that much of the curriculum and instructional approaches are outdated and of little interest to students and do not mirror the approaches and methods employed by historians. As educators increasingly move towards teaching in online environments, it is critical that history educators structure instruction to meet the needs of the student, while making it effective, engaging, and authentic. This chapter focuses on ways that educators, in a mixed-mode or online environment, can attend to the four dimensions of the college, career, and civic life (C3) framework for social studies state standards: helping students in evaluating sources and using evidence, developing questions and planning inquiries, applying disciplinary concepts and tools, and communicating conclusions and taking informed action.