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Paradigm flip? Investigating technology-integrated history pedagogies

Josh DeSantis (York College of Pennsylvania, York, Pennsylvania, USA)
Ryan Boyd (York College of Pennsylvania, York, Pennsylvania, USA)
Kyle Marks (York College of Pennsylvania, York, Pennsylvania, USA)
Jake Putsch (York College of Pennsylvania, York, Pennsylvania, USA)
Terrance Shepler (Department of History, Susquenita High School, Duncannon, Pennsylvania, USA)

Social Studies Research and Practice

ISSN: 1933-5415

Publication date: 20 November 2017



Successful technology integration into the teaching of social studies is imperative in the twenty-first century classroom. This study sought to answer the following questions: do synchronous and asynchronous technology integration increase a student’s understanding of social studies content? Are synchronous technology-integrated social studies lessons more effective than asynchronous technology-integrated social studies lessons? How do students perceive the effectiveness of a synchronous technology-integrated lesson vs the effectiveness of an asynchronous technology-integrated lesson? The paper aims to discuss these issues.


This paper presents the results of a quasi-experimental research project comparing the learning outcomes of students who participated in synchronous and asynchronous technology-augmented lessons.


The results of this study found that synchronous and asynchronous technology-enhanced lessons are both viable pedagogies for increasing a student’s understanding of social studies content. The results also yielded no statistical significance between the effectiveness of the synchronous instruction vs asynchronous instruction. However, a statistical significance exists when analyzing a student’s perception of their own learning. Students participating in synchronous technology-integrated instruction reported a higher confidence in the lesson’s ability to teach them, when compared to that of the asynchronous population.


By continuing to seek new ways to integrate technology effectively into classrooms, social studies teachers can design lessons more effectively to meet the needs of today’s social studies students. The need to understand the learning outcomes of various technology-integrated approaches will continue to grow as more technologies become available to social studies teachers.



DeSantis, J., Boyd, R., Marks, K., Putsch, J. and Shepler, T. (2017), "Paradigm flip? Investigating technology-integrated history pedagogies", Social Studies Research and Practice, Vol. 12 No. 3, pp. 258-279.



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