Chapter 4 deals primarily with using cues, questions and advance organizers. The main idea the text is trying to get at here is that using certain forms can be beneficial in the use of technology. This is a very good idea: just as with any medium, the virtual canvas must be used with certain intentionality in order to accomplish the growth of knowledge. While this is true, the chapter makes no good argument for why this is something that is important to differentiate between mediums. Whether written, spoken in groups, drawn free hand, or done in any manner of way on a computer or over the Internet, these same rules apply and in a sense eliminate the need for specific discussion on said topics.
Nonlinguistic representation is the topic for chapter 5. This chapter deals with the creation of visual or kinesthetic methods rather than the usual written methods. This includes great ideas like using graphic organizers to display information in a logical way that makes sense and demonstrating concepts with physical movement. These both work great in Social Studies. The graphic organizer can show the relationships of many people, places and things around us, which is in fact the study of Social Studies. Geography can make great use of body movement in demonstrating things like population trends and 'relative vs exact location.' There are also many more uses in class both with or without the use of technology.
Chapter 6 concentrates on note-taking. One important recommendation is that students be given teacher-prepared notes so that the important information is covered within the student's notes. It is important to not also that the student does not just receieve a free pass to not take his/her own notes from the book or during class. If this had been the case, I would not be in agreement. Instead, the authors suggest that students also be taught how to take effective notes and organize them themselves. Thus, the responsibility, presumably, falls gradually into the students' hands.
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