More thinking about "powerful social studies"

I don't think this is unique to social studies, but it occurred to me this morning that good teaching...

1. Produces the following in the students
1. Learning, specifically
1. Knowledge (key facts for the concept/content area)
2. Understandings (broader frameworks/heuristics which contain the facts)
3. Skills (duh)
4. ...and the ability to transfer this knowledge, these understandings, and these skills to new encounters with the topic/task, whether directly or indirectly
2. Enjoyment! It wasn't a turn-off; students will be willing to do more learning
3. Interest--students are motivated to do some future learning on their own on at least some level
2. Produces all of the above in the teacher as well

What makes this "powerful teaching"? Well, it's entirely possible to teach in such a way that students learn but are turned off (e.g., drill). I guess what I'm thinking of here is that the power comes from what happens after the learning is over--the learning wasn't just a mental exercise, but a little more transformational

And, of course, I think technology can go a long way towards

1. supporting the learning, espec the learning for transfer
2. making enjoyment and interest more probable
   
3. providing tools/competencies for continuing to explore, assuming that a student is interested
4. keeping the teacher-as-learner mode alive throughout a career

Of course, to do any of this, technology needs to be used skillfully (aligned to purposes of instruction, adding value to content/productivity/student action) and not randomly (using it because it's there, or just using what's familiar rather than what's appropriate).

But this still doesn't get into what's uniquely social-studies-related about "powerful social studies."