Cheryl Mason Bolick teaches courses in the Culture, Curriculum and Change area, the M.Ed. for Experienced Teachers program and in the Elementary Education program. Bolick’s scholarly interests center on how technology is integrated into the social studies classroom.
Bolick is intrigued by digital library resources in social studies curriculum and in their use in developing historical thinking. Her research is grounded in the integration of technology into social studies teaching and learning. She has studied the use of technology in in-service and pre-service teacher education. Specifically, she has documented teachers’ use of digital history resources to develop historical thinking. This investigation has led her to study student learning with digital historical resources.
She is currently working on a study of elementary preservice teachers understanding of children’s historical thinking and on teachers’ experiences in learning with digital history materials. These studies will begin to fill a void in the literature related to student achievement and digital history resources. She has recently published the results of a longitudinal study, begun in 1998, to examine social studies teacher educators’ beliefs and practices related to technology.
Industry Expertise (5)
Library and Information Management
Media - Print
Writing and Editing
Areas of Expertise (6)
Culture and Curriculum
Academic Leadership Fellow, (professional)
Institute for the Arts and Humanities, University of North Carolina at Chapel Hill, 2013
North Carolina State University: Ph.D., Curriculum and Instruction 1998
Concentration: Social Studies Education / Education Technology
Dissertation: An Analysis of Patterns of Computer Mediated Communication Within the Social Studies Student Teaching Experience (Under the Supervision of Peter H. Martorella)
North Carolina State University: M.Ed., Curriculum and Instruction 1995
Concentration: Social Studies Education
Master's Project: Calvin Wiley and the North Carolina Reader
Meredith College: B.A., History 1991
- American Education Research Association
- National Council for the Social Studies College
- North Carolina Council of Professors of Social Studies Education
- North Carolina Council for the Social Studies
- University Faculty Assembly of the National Council for the Social Studies
- International Society for Technology in Education Society for Information Technology and Teacher Education
Media Appearances (1)
Classrooms get access to historic data
Grand Haven Tribune online
The idea behind the project, which was officially unveiled last month, is to help students look at historical documents, analyze them and put them in context, said Cheryl Mason Bolick, who helped lead the effort as a faculty supervisor of LEARN NC, the outreach arm of the UNC School of Education.
Ancestry.com turned to LEARN NC because it had the resources but not the expertise in how to use them in schools.
“Now, because the documents are online and free through Ancestry, the kids are really able to do the work that used to be reserved for those who had the means to travel to archives and libraries and museums,” Bolick said...
Event Appearances (5)
Documenting the American South: Digital History Resources for the High School Classroom
University of Texas at Austin Presidential Library Webinar Series Austin, TX.
Technology Solutions for the Social Sciences
Keynote session at the Kentucky Teaching and Learning Conference Louisville, KY.
Technology and Social Studies Teacher Education: Making it Work
Teachers College New York, NY.
Bridges Between Arts and Sciences and Teacher Education
Keynote session at Society for Technology and Teacher Education Conference San Diego, CA.
Collaborative Education: Implications for Teacher Education
National Technology Leadership Retreat Reston, VA.
Research Grants (1)
National Science Foundation National STEM Educational Distributed Learning Program
Scince and history. National Science Foundation National STEM Educational Distributed Learning Program $434,779
Realizing the potential of digital libraries through the development of a self regulated learning intervention designed to foster conceptual understanding in science and history. National Science Foundation National STEM Educational Distributed Learning Program. Co-PI is Jeff Greene. ($434,779).
In this study, we examined how high-school students utilized a hypermedia learning environment (HLE) to acquire declarative knowledge of a historical topic, as well as historical thinking skills. In particular, we were interested in whether self-regulated learning (SRL; Winne & Hadwin, 1998; Zimmerman, 2000) processing was related to the acquisition of declarative knowledge and historical thinking...
This article examines the literature related to the marginalization of social studies through the lens of elementary social studies teacher education. This study presents the case of two different states wherein one state, Virginia, tests social studies in elementary schools and ...
This article presents and discusses in detail the results from a longitudinal study of social studies teacher educators about the diffusion of technology in social studies teacher education. Data were obtained from the third distribution of a national survey that explores ...
Conducting historical research with primary sources has been traditionally reserved for scholars who had the means to physically visit historical sites, libraries, and archives. The scholars were typically university faculty and graduate srudents who had resources to ...
In March 2002, members of the National Technology Leadership Initiative (NTLI) met in Charlottesville, Virginia to discuss the potential effects of ubiquitous computing on the field of education. Ubiquitous computing, or “on-demand availability of task-necessary ...