Computers can be used in a variety of ways in the social studies classroom: (1) as a productivity tool to relieve the teacher of the many bookkeeping tasks and allow for more time to be spent on instructional tasks; (2) in business applications such as data base files, electronic spreadsheets, word processing, computer graphics, and to store large…

Describes and reviews commercially-available computer software for social studies (SS). They are: "Jury Trial II" (utilizes artificial intelligence); "Africa" (utilizes creative graphics to teaching SS facts; "Revolutions: Past, Present and Future"; "The Other Side" (examines world peace using values…

This paper examines the use of the computer as a mediating device and explores its influence on the social studies curriculum. A variety of software uses are analyzed, including drill and practice, tutorials, computerized databases, and simulations. The possible effects these uses can have are examined in terms of two views of social studies…

This discussion of the use of microcomputers to simulate complex situations for classroom use describes the advantages of using simulations, including their adaptability to many subject areas and content fields, their power to explain complex concepts, and their ability to provide variations for individual users. As an example, seven objectives…

Suggests that the most effective way to motivate student enthusiasm and interest in the social studies classroom is through the use of educational simulations. Discusses the advantages and disadvantages of simulations, and presents three of the most effective commercial simulations available today. (DB)

Reviews a classroom experience which used the computer simulation "Decisions, Decisions: Immigration" in a secondary school social studies class. Highlights include descriptions of the decision making process, rank ordering of priorities, political and social issues relating to immigration, and benefits of teaching the simulation. (LRW)

Defines the term "simulation"; discusses role of instructional simulations, particularly computer-based; describes what constitutes an effective simulation and its appropriate use; and reviews several specific examples of computer simulations, emphasizing nature and quality of student interaction with the model. (MBR)

Contends that microcomputers were introduced into the social studies classrooms to teach higher order thinking skills. Maintains that computers can aid in teaching both process and content. Reviews new computer software programs and points out each programs' educational objectives and problems. Contends microcomputers are an invaluable tool of…

Discusses the activities of Junior Achievement of Georgia in its efforts to promote economic education. Describes programs developed on economics: a textbook, workbook exercises, a student company activity, computer based simulation, and a business consultancy. Explains the development of a curriculum for kindergarten through sixth grade and…

Describes a variety of computer software programs and student activities utilizing the computer to help teach secondary social studies. Suggests using word processors, painting programs, and computer simulations for history and government courses. Concludes that successful use of computers in social studies instruction depends on the design of…

The purpose of this notebook is to assist educators who are designing and implementing inservice education programs to facilitate the effective use of computer integrated instruction (CII) in schools. It is divided into the following five sections: (1) Effective Inservice (a brief summary of inservice literature focused on inservice dimensions and…

This manual for social studies teachers examines the current status of computer use in social studies classrooms, suggests reasons to use the computer, and discusses five ways computers can be used in social studies; i.e., as a method of delivering content, as a tool for retrieving and analyzing information, as an example of technology use in…

Explores classroom microcomputer applications in elementary and secondary social studies. The utility of drill and practice and tutorial programs is reviewed; computer spreadsheets to project election tallies and databases for use in analyzing voter data are described; and economics and election simulations are compared. (MBR)

Provides and annotated bibliography of items from the ERIC database dealing with technological advances in history and social studies instruction. Includes items that address computer-assisted instruction, geography software, computer simulation, the science, technology, and society movement, and economics instruction. Explains how to obtain ERIC…

Reviews a HyperCard stack designed for use in schools and at home. Describes the program as primarily a database of information on Iraq, Kuwait, and the Gulf War. Contends that the program is pedagogically weak and of marginal use in the classroom. (CFR)