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Media Literacy and Fake News in the Social Studies

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Recent publications have highlighted a growing concern among American educators, parents, and policymakers about the increasingly ubiquitous role of computer technology in the lives of children and teenagers. These authors warn that young people are becoming "technology addicts" as they spend upwards of 10 or 11 hours a day in front of a screen. Students seem to be "passively consuming entertainment forms of the medium," yet struggle to "focus, critically think, and problem solve." The notion of students as "digital natives" has largely grown out of favor. Although today's youth may be adept at using technology for entertainment, they are not automatically able to use these tools to learn and communicate effectively. The challenge for us as social studies educators is to consider the proper role of technology in social studies education.
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Document Type: Research Article

Publication date: March 1, 2018

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  • Social Education, our flagship journal, contains a balance of theoretical content and practical teaching ideas. The award-winning resources include techniques for using materials in the classroom, information on the latest instructional technology, reviews of educational media, research on significant social studies-related topics, and lesson plans that can be applied to various disciplines. Departments include Looking at the Law, Surfing the Net, and Teaching with Documents. Social Education is published 6 times per year: September; October; November/December; January/February; March/April; and May/June.
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