The Impact of Cognitive Organizers and Technology-Based Practices on Student Success in Secondary Social Studies Classrooms

Abstract

This study investigated the impact of cognitive organizers, with the integration of technology, Inspiration 6 software, compared to a traditional textbook instruction format on content-area learning in high school inclusive social studies classes. Twenty-nine tenth-grade students in general education and 20 students with mild disabilities were randomly assigned to receive instruction using a cognitive organizer or traditional textbook instruction format. A pretest/posttest treatment control group design was used to examine the effectiveness of cognitive organizers. Dependent measures included a 35-item open-ended production pre/posttest of declarative social studies knowledge to assess the effectiveness of the intervention. Students in the cognitive organizer condition significantly outperformed students in the traditional textbook instruction condition. Limitations of the study, implications for practice for both general and special education teachers, and future research are discussed.

The Inequities of the Digital Divide: Is E-Learning a Solution?

“…Studies have shown that technology lends itself very well to the social studies curriculum, particularly regarding students with disabilities (Coombs, 2005;Boon et al, 2006). Also, Internet access can democratize the availability of primary sources and allow visits to virtual museums or other educational opportunities that otherwise would remain unexplored (Doolittle & Hicks, 2003;Bolick, 2006).…”

The Effect of Mobile Technology as an Active Student Response System on the Acquisition of U.S. History Content of Secondary Students with Specific Learning Disabilities

“…Several technology based and non-technology based instructional strategies have been used to increase and sustain the interest of students with and without SLD in history classrooms. These strategies include but are not limited to alternative textbooks (Paxton, 2002), graphic organizers (Bulgren, Deshler, & Lenz, 2007), computerized study guides (Boon, Burke, Fore, & Spencer, 2006;Higgins, Boone, & Lovitt, 1996), multimedia-enhanced projects (Ferretti & Okolo, 1997), the use of mnemonic devices (Mastropieri, Scruggs, & Whedon, 1997), and active student responding (Jerome & Barbetta, 2005). For the remainder of this chapter, social studies instructional strategies involving technology will be the primary focus.…”

“…Furthermore, Nokes (2008) proposed that secondary social studies classrooms should integrate modern learning theories and the new age of information with history instruction. Instructional strategies involving technology have been particularly helpful in facilitating learning gains in history for students with and without SLD (Berson, 1996;Boon, Burke, Fore, & Spencer, 2006).…”

“…In a later study conducted by Higgins, Boone, and Lovitt (1996), students with SLD and students identified as remedial readers scored higher on posttest measures after participating in classroom lectures coupled with computerized study guides. The results of a study by Boon, Burke, Fore, and Spencer (2006) suggest that declarative social studies knowledge increased when computerized study guides were integrated into social studies instruction for middle school students. The findings of the study by are consistent with those of Higgins and Boone and of Higgins, Boone, and Lovitt, and together these studies contribute to the notion that technology assists students with SLD in acquiring history content.…”

“…Cognitive organizers were also the focus of a study by Boon, Burke, Fore, and Spencer (2006). compared the effects of computer-based cognitive organizers and printed textbook methods of teaching world history content to 20 secondary students with SLD.…”