Ubiquitous Computing in Social Studies

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Table of Contents

Introduction
Discussion
Conclusion
References

Introduction

Social studies are one of the given parts of the school curriculum. Therefore, providers of educational services should pay quite a lot of attention to this aspect. Ubiquitous computing can have special assistance in the development of data classes. This is because, at the moment, there is a call for meaningful social studies lessons in the research literature and in teaching practice. In order to provide advantages to the educational process with the help of this innovation, it is necessary to study it and work with third-party specialists carefully.

Discussion

In his scientific work, Van Hover (2006) says that such technology as ubiquitous computing will eventually become a widespread force in all educational institutions. This is because it has many advantages that will help significantly improve this process. It is stated that “educators at all levels have a responsibility to articulate constructive visions for ubiquitous computing” (van Hover et al., 2006, p. 276). However, it is worth remembering that this intervention may have some drawbacks that teachers need to know about to limit its negative effects. This is because it can become a disruptive cultural force. One of the varieties of using ubiquitous computing in the educational process is digital documentaries. They are “brief narratives that draw upon primary source images and incorporate a voice-over narrative” (Hammond & Ferster, 2009, p. 39). They reflect the best use of innovative technology in social studies as they modernize and improve the learning process.

Conclusion

In conclusion, social studies classes may require the involvement of third-party tools to improve educational outcomes. Among them, ubiquitous computing, which can be used in digital documentaries, can provide efficiency. Nevertheless, it is worth remembering the possible negative impact of this intervention. Thus, educational service providers should cooperate with various technical specialists to develop initiatives that will help provide benefits from the use of ubiquitous computing.

References

Hammond, T., & Ferster, B. (2009). Student-created digital documentaries in the history classroom: Outcomes, assessment, and research design. Research on Technology in Social Studies Education.

Van Hover, S. D., Berson, M. J., Mason Bolick, C., & Owings Swan, K. (2004). Implications of ubiquitous computing for the social studies curriculum. Journal of Computing in Teacher Education, 20(3), 107-111.

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Ubiquitous Computing in Social Studies

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