Visit my nifty concept map at
http://www.mywebspiration.com/view/271495a31364
When I first entered the class on that fateful Thursday afternoon, I had no idea what a jolt of technology I would be receieving. I thought I had a pretty decent grasp on teaching strategies and knew about the latest and greatest. Boy was I ever wrong! Technology is always changing, and there are always new applications being released for the classroom. This was the first major insight I gained pertaining to the course.
Technology not only as an application, but as a resource.
Using technology to show students different ways on how to present material is of valuable interest to me. I always hated doing another dreaded, boring powerpoint for class material. I would end up hating the project and the content, and nothing was really gained. But after taking this course and seeing all the great proxy for information display and sharing I know I have more to give to my students.
The thing I valued most in the classroom was the sharing of the web based applications. I thought it was a great idea to create mini experts and then have them come back and give their assessment of a web based application. It's a great way to cover a lot of ground without losing a lot of time. Part of the battle with technology is having exposure, and by providing the concise presentations we are all much more knowledgable of such applications.
Technology is changing, and so is the career of the teacher. Technology has become such an ingrained part of the everyday citizen's life it would be ignorant and detrimental not to incorporate it into the classroom. I intend to make my best efforts to help show my students the value of technology in and outside of the classroom.
Sunday, November 29, 2009
Tuesday, November 17, 2009
Calling all Autobots for the "New Divide." (Thank you, Linkin Park & Michael Bay)
The fact that I even have to answer if as a teacher we should provide students "digital access" is absolutely preposterous. Of course we must! We live in a digital age, and denying our students basic access to technology is absolutely ridiculous. The fact that some students have more technology than they do at home is also absurd to me. Ignoring the technological environment would only spell catastrophe for our future. The world is changing---and for those who don't like technology need to get with he program. We live in a digital world and our students deserve to learn in a digital world. Not everythign needs to be technology based, but a substantial portion should be incoroporated. Why you may ask? I say, WHY NOT? From Webquests to Wikis, Digital History Projects to Zotero, the internet has a plethora of new and exciting strategeies for the teacher to utilize in the classroom. To feign ignorance and continue down the path of resistance is just silly. Is not the overall aim of education to provide a stimulating learning environment using all resources available to the teacher? Every avenue of learning must be explored, and if you're opposed to digital access, ask yourself, why? Do you not feel your students should be provided with as much opportunity as possible? This opportunity for bridging the digital divide comes in two waves, using the technology and having the technology in the classroom. Nothing makes me more irate than a wealthy school selfishly refusing to use technology and just letting it collect dust in the classroom.
As a teacher, I understand new technology can feel overwhelming. But we are teachers, people who love to learn. Why not learn and help our students out? If we choose to ignore the problem of digital access it will only further hinder them down the road when they need the skills the most--in the real world. God forbid we actually TEACH SOMETHING applicable to the real world. I can't tell you how many times of used matrices or had to separate acids from bases in my day to day life.
It doesnt need to start off as a major shift, make it transitional. There's a great website, http://www.educationworld.com/a_tech/tech/tech146.shtml. The site mentions 20 simple ways to start using technology in the classroom, such as a "this day in history moment" or exploring the digital history collections on the Library of Congress website. Also, for those who need some guidance in beginning their transition into the digital age, the site http://www.wtvi.com/teks/integrate/facilitatorssep99.htm has some great powerpoints on how to start becoming accustom to technology.
First and foremost, what are others doing out there to help bridge the digital divide. In Boston, on one of the largest scales, equity towards technology has become a huge issue as part of the local educational reform movement. (http://www.riverdeep.net/current/2002/01/011402t_divide.jhtml) Also, the city of Pittsburgh has been addressing both the physical lack of modern or even working technology as well as a lack of staff training in how to use or maintain computers.
(http://www.post-gazette.com/neigh_city/20010511techcity2.asp) The communities of East Paolo Alto, California (http://clinton4.nara.gov/WH/New/New_Markets-0004/20000417-6.html) and Selma, Alabama (http://www.ed.gov/Technology/digdiv.html) are examples of places where corporations have been the major donor for providing funds for technology in the classroom.
An article on CNN. com (http://archives.cnn.com/2000/TECH/computing/10/11/digital.divide/index.html) shows how detrimental the lack of technology can truly be on a person. This simply must not happen, and I will not be one of those teachers who sits by blindly aiding this plague of vacuous ignorance. The U.S. Department of Education even provides a "tool kit" for teachers, showing them how technology can become apart of the classroom. (http://www.ed.gov/Technology/tool_kit.html). This is one of the first steps I would take, grant writing. Grant writing seems less difficult and more tedious, but it would be worth it to provide further access to students. Also, I would seek out the wealthiest companies in the community and ask for their help. Afterall, tax donations are a large part of tax write offs for all corporations. I would also consider writing a letter to big technology companies, such as Apple, Microsoft, or Cisco.I would even send out a letter to parents letting them know of the dire situation in the classroom and provide reasons why we need technology and ask for their networking help. Parents themselves may night be able to help depending on their socioeconomic status, but they might know someone who can. Finally, I would get the government involved. How might 100s of letters addressed to a congressmen (eventually in a year of re-election) begging for technology help the situation? Politicians love a good publicity stunt and ways to enact their "humanitarian" side. Why not take advantage of the preposterous political climate, they certainly do!
All in all we are teachers and we must be creative! There are tons of ways to get technology in the classroom!
As a teacher, I understand new technology can feel overwhelming. But we are teachers, people who love to learn. Why not learn and help our students out? If we choose to ignore the problem of digital access it will only further hinder them down the road when they need the skills the most--in the real world. God forbid we actually TEACH SOMETHING applicable to the real world. I can't tell you how many times of used matrices or had to separate acids from bases in my day to day life.
It doesnt need to start off as a major shift, make it transitional. There's a great website, http://www.educationworld.com/a_tech/tech/tech146.shtml. The site mentions 20 simple ways to start using technology in the classroom, such as a "this day in history moment" or exploring the digital history collections on the Library of Congress website. Also, for those who need some guidance in beginning their transition into the digital age, the site http://www.wtvi.com/teks/integrate/facilitatorssep99.htm has some great powerpoints on how to start becoming accustom to technology.
First and foremost, what are others doing out there to help bridge the digital divide. In Boston, on one of the largest scales, equity towards technology has become a huge issue as part of the local educational reform movement. (http://www.riverdeep.net/current/2002/01/011402t_divide.jhtml) Also, the city of Pittsburgh has been addressing both the physical lack of modern or even working technology as well as a lack of staff training in how to use or maintain computers.
(http://www.post-gazette.com/neigh_city/20010511techcity2.asp) The communities of East Paolo Alto, California (http://clinton4.nara.gov/WH/New/New_Markets-0004/20000417-6.html) and Selma, Alabama (http://www.ed.gov/Technology/digdiv.html) are examples of places where corporations have been the major donor for providing funds for technology in the classroom.
An article on CNN. com (http://archives.cnn.com/2000/TECH/computing/10/11/digital.divide/index.html) shows how detrimental the lack of technology can truly be on a person. This simply must not happen, and I will not be one of those teachers who sits by blindly aiding this plague of vacuous ignorance. The U.S. Department of Education even provides a "tool kit" for teachers, showing them how technology can become apart of the classroom. (http://www.ed.gov/Technology/tool_kit.html). This is one of the first steps I would take, grant writing. Grant writing seems less difficult and more tedious, but it would be worth it to provide further access to students. Also, I would seek out the wealthiest companies in the community and ask for their help. Afterall, tax donations are a large part of tax write offs for all corporations. I would also consider writing a letter to big technology companies, such as Apple, Microsoft, or Cisco.I would even send out a letter to parents letting them know of the dire situation in the classroom and provide reasons why we need technology and ask for their networking help. Parents themselves may night be able to help depending on their socioeconomic status, but they might know someone who can. Finally, I would get the government involved. How might 100s of letters addressed to a congressmen (eventually in a year of re-election) begging for technology help the situation? Politicians love a good publicity stunt and ways to enact their "humanitarian" side. Why not take advantage of the preposterous political climate, they certainly do!
All in all we are teachers and we must be creative! There are tons of ways to get technology in the classroom!
Monday, November 9, 2009
"Greetings, Earthlings. Take me to your teacher leader."
Teacher leadership. It sounds nice enough, but what does it really mean? Is it something necessary or unessential? Although this may seem to be a poor question, often times it can be treated this way. Some people don't give any thought to the idea of teacher leaders. Teacher leadership is something we all need to examine, and the following two resources helped me attain a better grasp on the concept.
The first resource used was an interview conducted by Kate Reber and answered by Dr. Betsy Rogers. Dr. Rogers actually obtained her doctorate in educational leadership( http://www.teacherscount.org/topic/topic-rogers.shtml.) Essentially, teacher leadership is a phrase with a prolific definition. It can be anywhere from athletic coaches or policy making teachers. Teacher leadership not only includes being a superb instructor, but also being a leader outside of content and classroom. First and foremost, increasing and improving upon the quality is the most essential component of teacher leadership. A teacher always keeps in mind what is best for the students, not for his or her self. Dr. Rogers strongly advocates the creation of safe, and intellectually gratifying learning environments for her students.
The second resource used was an excerpt from the blog of Sheryl Beach. (http://21stcenturylearning.typepad.com/blog/2007/02/teacher_as_lead.html) Essentially a teacher leader reaches outside the four walls of the classroom and into the community. Beach talks about the link between teacher leadership and school success. She contends effective teacher leadership correlates strongly with school academic success. Beach also discusses how some teachers and administrators are being held accountable in the wake of No Child Left Behind. Beach also brings about the variegated definitions of teacher leadership by quoting some different references. First, describing it as"the ability to encourage colleagues to change, to do things they wouldn't ordinarily consider without the influence of the leader " and also as “teachers who are leaders within and beyond the classroom, identify with and contribute to a community of teacher learners and leaders, and influence others toward improved educational practice.” The resource also talks about the process of teacher leadership, contending that early leadership instruction is essential to teacher quality.
In looking at these two articles, it seems the general consensus is that there is no strict, definitive nature to being a teacher leader. But essentially it furthers the growth of educational development inside and outside me classroom. Personally, I concur that effective teachers try their hardest to be good teachers and participate in their community. Personally, I plan on obtaining a doctorate in curriculum and instruction so I can further the implementation of educational success. I believe there is a great deal of reform in education, and we musty begin with the teachers. What better way then have our instructors become more qualified? That being said, teachers need to be recognized and financially rewarded for such advances. Without the proper rewards and financial backing expanding teacher leadership could continue to move at a snail's pace.
Both resources talked heavily about participation outside the classroom and in the community. To play Devil's advocate, what are some of the potential pitfalls to teacher leadership? Are there any potential power abuse problems? Should all teachers be required to become qualified "leaders?" If so, how should this be implemented?
The first resource used was an interview conducted by Kate Reber and answered by Dr. Betsy Rogers. Dr. Rogers actually obtained her doctorate in educational leadership( http://www.teacherscount.org/topic/topic-rogers.shtml.) Essentially, teacher leadership is a phrase with a prolific definition. It can be anywhere from athletic coaches or policy making teachers. Teacher leadership not only includes being a superb instructor, but also being a leader outside of content and classroom. First and foremost, increasing and improving upon the quality is the most essential component of teacher leadership. A teacher always keeps in mind what is best for the students, not for his or her self. Dr. Rogers strongly advocates the creation of safe, and intellectually gratifying learning environments for her students.
The second resource used was an excerpt from the blog of Sheryl Beach. (http://21stcenturylearning.typepad.com/blog/2007/02/teacher_as_lead.html) Essentially a teacher leader reaches outside the four walls of the classroom and into the community. Beach talks about the link between teacher leadership and school success. She contends effective teacher leadership correlates strongly with school academic success. Beach also discusses how some teachers and administrators are being held accountable in the wake of No Child Left Behind. Beach also brings about the variegated definitions of teacher leadership by quoting some different references. First, describing it as"the ability to encourage colleagues to change, to do things they wouldn't ordinarily consider without the influence of the leader " and also as “teachers who are leaders within and beyond the classroom, identify with and contribute to a community of teacher learners and leaders, and influence others toward improved educational practice.” The resource also talks about the process of teacher leadership, contending that early leadership instruction is essential to teacher quality.
In looking at these two articles, it seems the general consensus is that there is no strict, definitive nature to being a teacher leader. But essentially it furthers the growth of educational development inside and outside me classroom. Personally, I concur that effective teachers try their hardest to be good teachers and participate in their community. Personally, I plan on obtaining a doctorate in curriculum and instruction so I can further the implementation of educational success. I believe there is a great deal of reform in education, and we musty begin with the teachers. What better way then have our instructors become more qualified? That being said, teachers need to be recognized and financially rewarded for such advances. Without the proper rewards and financial backing expanding teacher leadership could continue to move at a snail's pace.
Both resources talked heavily about participation outside the classroom and in the community. To play Devil's advocate, what are some of the potential pitfalls to teacher leadership? Are there any potential power abuse problems? Should all teachers be required to become qualified "leaders?" If so, how should this be implemented?
Monday, November 2, 2009
"Damn girl, that student got NETWORKED!"
Prior to the days of the advent of the Internet, the human network used to be a much smaller, isolated place. People could only communicate through letter and e-mail, and inter-continental communication was inefficient. Less people would and could communicate with each other. You used to only be able to meet people through others, and the opportunities were vastly different. The basic human network was the exchange of information and ideas amongst a limited set of people, typically when they were all in the same room or on a long distance phone call. The human network was much smaller, compact, and isolated. NOW the human network is virtually unlimited. Anytime of day, week, year people can contact each other. Exchange of thoughts and emotions has never been simpler. People actually meet each other on the Internet, and THEN meet in person.
Not far from this, the networked student is essentially a pupil who is able to utilize vast technological resources to connect globally with people to gain the most insight and best possible information available. The networked student virtually has no limitations on what he or she may learn, or how he may learn it. I think a central aspect of the networked student is connecting with people of other countries and cultures, and seeing things from their perspectives.
Of course, digital literacy is an integral component to the successful aspect of each networked students. With all the good the Internet can provide today, there is plenty of bad. Students must be able to be savvy enough to sift through all the nonsensical material and evaluate for themselves the credibility of websites. Students must also maintain their own ethical standards, knowing which sites to visit and which sites are not appropriate to visit. There is also digital literacy etiquette to learn, such as appropriate behavior on a web chat or live video conference. Digital literacy is a highly untaught component in my opinion, which brings us to the role of the teacher.
For the networked student, the teacher must serve as the ultimate facilitator. Much of the responsibility falls on the teacher for the successful implementation of networking. First and foremost, teachers must provide their students with the appropriate technological tools, and coach them in the field of "digital literacy." Teachers must serve to supervise and moderate class discussion and success. The teacher simply cannot sit back and enjoy the show, but must guide the students in their learning. Although the learning is largely independent, each classroom still needs a teacher for a basis of the assignment.
Personally, I believe this model of instruction is great as long the teacher maintains an active role in all the assignments. Student generated learning is fantastic, and I think this model can work well as a hybrid with some of the other more conventional methods.
Below is a site of networked learning I enjoyed examining because it's actually occurring outside of the school year. And yes, students ACTUALLY responded. I think the blog is a brilliant idea to keep students on task with any summer reading required.
http://teachers.emints.org/FY04/youngj/bookclub/
To play devil's advocate, what are some ways that networked learning can actually hinder student learning?
Not far from this, the networked student is essentially a pupil who is able to utilize vast technological resources to connect globally with people to gain the most insight and best possible information available. The networked student virtually has no limitations on what he or she may learn, or how he may learn it. I think a central aspect of the networked student is connecting with people of other countries and cultures, and seeing things from their perspectives.
Of course, digital literacy is an integral component to the successful aspect of each networked students. With all the good the Internet can provide today, there is plenty of bad. Students must be able to be savvy enough to sift through all the nonsensical material and evaluate for themselves the credibility of websites. Students must also maintain their own ethical standards, knowing which sites to visit and which sites are not appropriate to visit. There is also digital literacy etiquette to learn, such as appropriate behavior on a web chat or live video conference. Digital literacy is a highly untaught component in my opinion, which brings us to the role of the teacher.
For the networked student, the teacher must serve as the ultimate facilitator. Much of the responsibility falls on the teacher for the successful implementation of networking. First and foremost, teachers must provide their students with the appropriate technological tools, and coach them in the field of "digital literacy." Teachers must serve to supervise and moderate class discussion and success. The teacher simply cannot sit back and enjoy the show, but must guide the students in their learning. Although the learning is largely independent, each classroom still needs a teacher for a basis of the assignment.
Personally, I believe this model of instruction is great as long the teacher maintains an active role in all the assignments. Student generated learning is fantastic, and I think this model can work well as a hybrid with some of the other more conventional methods.
Below is a site of networked learning I enjoyed examining because it's actually occurring outside of the school year. And yes, students ACTUALLY responded. I think the blog is a brilliant idea to keep students on task with any summer reading required.
http://teachers.emints.org/FY04/youngj/bookclub/
To play devil's advocate, what are some ways that networked learning can actually hinder student learning?
Monday, October 26, 2009
Class Notes Thursday, October 22, 2009
Nice work, Ladies & Gents!
These notes were taken on various types of Service Learning Projects and how they can be taught by using various technologies.
Technology Notes
Chance
Cartoon movie extranormal.com
Civic values and active participation
Create a movie as a public service announcement
Z.
Create a lesson about using multimedia voting rights museum. Make lesson of own. Through skype, teach it to younger students. Website students can use forever. Show younger people how it is important.
Michael
Oral history. 1.5 million Americans nursing home. Isolated. Digital storytelling. Images with audio.
Adam
Voter registration/ get them to pre register to vote. Presentations, going to community center to get students interested. Incorporate media presentations to help get out the vote.
Megan
Human trafficking, 13th amendment. 17,000 people are trafficked. A non issue not discussed about. For high school students to spread awareness. Get into 4 groups to answer questions about how it is occurring in the real world. Use digital storytelling, pod casts. Letter writing campaign to congress. Website as a resource.
Taking it school wide. Also helps for students to recognize representatives.
Change twitter symbol or FB picture to awareness symbol. Social networking.
Jennifer
Letters electronically, to go overseas. Military and student interaction. Send different videos to people.
Jeremy
War on drugs, generating awareness. You tube clips changing times with drugs.
Important videos, images and music. Wikipedia going over all aspects of drugs.
Write representatives on a drug issue. Montage. Call to action.
Megan
Contacting soldiers through website to garner support. Weekly blogs, writing pen pal, upload videos, construct care packages. Soldiers from local community.
Liz
Operation Christmas boxes
Work with homeless, volunteer
Blogging and using zoozle
Pod cast reflection, make it personal
Eric
Using internet to improve lives of elderly
research project, communication outside of home. Life satisfaction
Teaching technology. Email, aim.
Megan
Immigration. Creating a Wiki. Presentations for school-wide viewing. Focus on culture and looking at school systems.
Mallory
Costs behind habitat for humanity. Glister. Interview different volunteers. Do research to find cost effective things. Students place reports on wikis, interviews families that have received homes.
Louisa
Nursing homes. Class wiki, vodcast. Help old people feel involved. Have a viewing party at the nursing home. Lives still important. Can compare daily lives.
Mark
Storybird. Global warming storytelling technique. Text and illustration. Keeps class involved with politicians.
Katy
Digital storytelling. Music, images, and texts. Visit local nursing home. Guiding questions. Getting to know elderly and students. Videos created by students about the interview/
Jeff
Local park. Environment. Building awareness of people’s effect on the environment.
Images with voiceover. Get people involved! Teaching experience for students. Wildlife awareness and conservation. Blog and videos acceptable.
Megan
Students research video turnout and stats in election. Look at social aspects of presidential elections. Using prezi to display. Interview with residents about past elections. Impact of media. Mini oral history project. Audio or video recording.
Return to the home to show the projects.
Brit
Increase voter turnout. Learn about frequency. Generate a survey, like survey monkey. Use of social networking sites. Action taken by students.
Nichole
Your vote. Students will raise awareness on voting by creating a campaign. Use google motion chart, trends from the past. Look at various demographics.
Angie
Educating students about individual rights. Look at declaration of independence and other primary docs. Individual rights. Small groups. Research topics. Class Wiki,
Can continue to use Wiki as a perpetual research.
Trish
Communicating with students in Japan. Expand socializing among different cultures. Letter exchange. Relate on perspectives on history and other subjects.
Wiki, assessment paper looking at bias and stereotypes
Opportunity to practice language, and confidence in something useful.
Allison
Patriot Act. Activity researching newspaper articles and how affected public opinion of Muslims. Research. Tradebooks, "Ask me no questions." Interviewing people's perspectives on the patriot act. Correlate today with WW2 Japanese perspective. Raising public awareness of government power.
Carrie
Unit on Cold War. Pick person, mural, landmark, etc. Come up with questions, wiki. Other classrooms and community invited to expand the wiki to cover more community history. Student articles will be published to bring awareness to the community.
Grizz
Geography of Haiti. Discuss school issues, systems, day to day aspects of learning. Cultural exchange between U.S. and Haiti. Class website collaboration between the two sets of students. Cover everything learned about each other and discuss any changes in perspective. Collecting funds.
These notes were taken on various types of Service Learning Projects and how they can be taught by using various technologies.
Technology Notes
Chance
Cartoon movie extranormal.com
Civic values and active participation
Create a movie as a public service announcement
Z.
Create a lesson about using multimedia voting rights museum. Make lesson of own. Through skype, teach it to younger students. Website students can use forever. Show younger people how it is important.
Michael
Oral history. 1.5 million Americans nursing home. Isolated. Digital storytelling. Images with audio.
Adam
Voter registration/ get them to pre register to vote. Presentations, going to community center to get students interested. Incorporate media presentations to help get out the vote.
Megan
Human trafficking, 13th amendment. 17,000 people are trafficked. A non issue not discussed about. For high school students to spread awareness. Get into 4 groups to answer questions about how it is occurring in the real world. Use digital storytelling, pod casts. Letter writing campaign to congress. Website as a resource.
Taking it school wide. Also helps for students to recognize representatives.
Change twitter symbol or FB picture to awareness symbol. Social networking.
Jennifer
Letters electronically, to go overseas. Military and student interaction. Send different videos to people.
Jeremy
War on drugs, generating awareness. You tube clips changing times with drugs.
Important videos, images and music. Wikipedia going over all aspects of drugs.
Write representatives on a drug issue. Montage. Call to action.
Megan
Contacting soldiers through website to garner support. Weekly blogs, writing pen pal, upload videos, construct care packages. Soldiers from local community.
Liz
Operation Christmas boxes
Work with homeless, volunteer
Blogging and using zoozle
Pod cast reflection, make it personal
Eric
Using internet to improve lives of elderly
research project, communication outside of home. Life satisfaction
Teaching technology. Email, aim.
Megan
Immigration. Creating a Wiki. Presentations for school-wide viewing. Focus on culture and looking at school systems.
Mallory
Costs behind habitat for humanity. Glister. Interview different volunteers. Do research to find cost effective things. Students place reports on wikis, interviews families that have received homes.
Louisa
Nursing homes. Class wiki, vodcast. Help old people feel involved. Have a viewing party at the nursing home. Lives still important. Can compare daily lives.
Mark
Storybird. Global warming storytelling technique. Text and illustration. Keeps class involved with politicians.
Katy
Digital storytelling. Music, images, and texts. Visit local nursing home. Guiding questions. Getting to know elderly and students. Videos created by students about the interview/
Jeff
Local park. Environment. Building awareness of people’s effect on the environment.
Images with voiceover. Get people involved! Teaching experience for students. Wildlife awareness and conservation. Blog and videos acceptable.
Megan
Students research video turnout and stats in election. Look at social aspects of presidential elections. Using prezi to display. Interview with residents about past elections. Impact of media. Mini oral history project. Audio or video recording.
Return to the home to show the projects.
Brit
Increase voter turnout. Learn about frequency. Generate a survey, like survey monkey. Use of social networking sites. Action taken by students.
Nichole
Your vote. Students will raise awareness on voting by creating a campaign. Use google motion chart, trends from the past. Look at various demographics.
Angie
Educating students about individual rights. Look at declaration of independence and other primary docs. Individual rights. Small groups. Research topics. Class Wiki,
Can continue to use Wiki as a perpetual research.
Trish
Communicating with students in Japan. Expand socializing among different cultures. Letter exchange. Relate on perspectives on history and other subjects.
Wiki, assessment paper looking at bias and stereotypes
Opportunity to practice language, and confidence in something useful.
Allison
Patriot Act. Activity researching newspaper articles and how affected public opinion of Muslims. Research. Tradebooks, "Ask me no questions." Interviewing people's perspectives on the patriot act. Correlate today with WW2 Japanese perspective. Raising public awareness of government power.
Carrie
Unit on Cold War. Pick person, mural, landmark, etc. Come up with questions, wiki. Other classrooms and community invited to expand the wiki to cover more community history. Student articles will be published to bring awareness to the community.
Grizz
Geography of Haiti. Discuss school issues, systems, day to day aspects of learning. Cultural exchange between U.S. and Haiti. Class website collaboration between the two sets of students. Cover everything learned about each other and discuss any changes in perspective. Collecting funds.
Thursday, October 22, 2009
Service Learning Project
Service Learning Unit
Title: Honoring Our Veterans: An Understanding of Sacrifice
Area of Service: Civic Responsibility and Appreciation
Grade Level: 8-12
Subject Area: American History
Standards Met:
SS.8.A.1.7: View historic events through the eyes of those who were there as shown in their art, writings, music, and artifacts.
SS.912.C.2.5: Conduct a service project to further the public good.
SS.8.A.1.1: Provide supporting details for an answer from text, interview for oral history, check validity of information from research/text, and identify strong vs. weak arguments.
National Educational Technology Standards:
Creativity and Innovation
Students create original works as a means of personal or group expression.
Communication Tools
Students communicate information and ideas effectively to multiple audiences using a variety of media and formats.
Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
Research and Information Fluency
Students use technology to locate, evaluate, and collect information from a variety of sources.
Unit Description:
To most students, November 11th, is just another day to have a day off from school. I would even venture to say most people don’t really take a full acknowledgement of this important day. Veteran’s Day is an underappreciated and under celebrated holiday of American society. The main goal for students involved in this activity is to gain a deeper appreciation for those who risked their lives for freedom and share their newfound awareness with others, via technological platforms.
First, to gain an understanding of what Veterans mean and have done for the students every student will come up to the Smart board and write down the first words that come to mind. After every student has contributed, the teacher will select some words and have the students elaborate on their feelings pertaining to the words in a classroom discussion.
Next, the students will introduce the main assignment/activity to the students. Each student will be required to play reporter, and select a Veteran from any US war; such as World War II, Korea, Vietnam, Persian Gulf, Iraq, and Afghanistan.
The students will conduct at least a 20-30 minute interview, and will be required to compose their own questions about their participation and sacrifice in the various war efforts.
Once the students have chosen which war Veteran, prior to the interview students will be required to do some background research on the war they have selected, using Wikipedia. This is required just to give some basic knowledge to each student before the interview, so they at least know the basics behind each war. Students will be provided question prompts (What the war was about, Who was involved, Who won and lost) for their research. Students will be welcomed to use any other reliable internet resources, as long as they are cited in their research.
Once the students have done their research, the students will be asked to post their first blog assignment. Students will post their answers (in their own words) to their blog. The blog assignment one will have a description of the war and answers to the questions. Every student will be required to respond to at least three posts, on a war they are not interviewing about. The students will discuss what they have learned from each students posting.
Next, the students will conduct their interview with the Veteran of their choice. During the interview, the student will decide to record a two minute audio clip of their speaker. The speaker will be made aware of this by the student. Each student will be required to make a podcast with this recording, and provide an introduction and conclusion to the clip.
The instructor will gather all the Podcasts and create an entire collection, and post them on iTunes and make them available for anybody to see and subscribe to, hopefully furthering public interest.
Students will be required to complete two more blog posts. The first of which, the students are to list their questions asked to the veterans and the responses of the Veterans.
Students will also be required to discuss their experience from the interview. Students will discuss how the interview may have affected them, changed their understanding of the war, etc. Students will then be asked to respond to three more of their students posts on their experience.
The second post will require the student to do a basic follow-up with the Veteran of choice. The student will show the Veteran or make aware of the podcast collection. The student will ask for the thoughts/feelings on the collection and then blog about the Veteran’s reaction. Students will be required to respond to 3 more additional posts.
The overall goal of the assignment is to bring reality to each historic war. Most people don’t truly grasp the intensity of war, and by placing each student with a Veteran it helps humanize the idea of war. Students will gain a comprehensive understanding of the sacrifices made by our men and women, and see how it affects their friends and families. Students are to gain a renewed appreciation for these courageous men and women and make their findings known to the public via a podcast and have it presented around Veteran’s Day.
Technologies Utilized:
• Smart Board- Used as a brainstorming discussion assignment in class, gives instructor an idea of the background knowledge students have on the subject of Veterans.
• Internet/Wikipedia- Using reliable resources, students will research their war pertaining to the Veteran prior to the interview.
• Blog- Students will compose their thoughts, feelings, and attitudes on the assignment on the blog and be asked to interact with their peers in discussion. Students will also post the questions and answers from the interview.
• Podcast- Students will record themselves (introducing and concluding) and a two minute audio clip of their veteran describing their experience during the war. The teacher will compile all the Podcasts to create a collection, and make publicly available on iTunes.
Assessment:
Students will be assessed on the completion of the interview, creation of the Podcast, and the active participation in the blog assignment. Grading will go as follows:
Total: 100 points
Podcast Interview with Veteran (2 minute audio clip with intro and conclusion): 40 points
Quality Blog Participation (Includes 3 posts by the student, and 9 responses total): 60 points
Title: Honoring Our Veterans: An Understanding of Sacrifice
Area of Service: Civic Responsibility and Appreciation
Grade Level: 8-12
Subject Area: American History
Standards Met:
SS.8.A.1.7: View historic events through the eyes of those who were there as shown in their art, writings, music, and artifacts.
SS.912.C.2.5: Conduct a service project to further the public good.
SS.8.A.1.1: Provide supporting details for an answer from text, interview for oral history, check validity of information from research/text, and identify strong vs. weak arguments.
National Educational Technology Standards:
Creativity and Innovation
Students create original works as a means of personal or group expression.
Communication Tools
Students communicate information and ideas effectively to multiple audiences using a variety of media and formats.
Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
Research and Information Fluency
Students use technology to locate, evaluate, and collect information from a variety of sources.
Unit Description:
To most students, November 11th, is just another day to have a day off from school. I would even venture to say most people don’t really take a full acknowledgement of this important day. Veteran’s Day is an underappreciated and under celebrated holiday of American society. The main goal for students involved in this activity is to gain a deeper appreciation for those who risked their lives for freedom and share their newfound awareness with others, via technological platforms.
First, to gain an understanding of what Veterans mean and have done for the students every student will come up to the Smart board and write down the first words that come to mind. After every student has contributed, the teacher will select some words and have the students elaborate on their feelings pertaining to the words in a classroom discussion.
Next, the students will introduce the main assignment/activity to the students. Each student will be required to play reporter, and select a Veteran from any US war; such as World War II, Korea, Vietnam, Persian Gulf, Iraq, and Afghanistan.
The students will conduct at least a 20-30 minute interview, and will be required to compose their own questions about their participation and sacrifice in the various war efforts.
Once the students have chosen which war Veteran, prior to the interview students will be required to do some background research on the war they have selected, using Wikipedia. This is required just to give some basic knowledge to each student before the interview, so they at least know the basics behind each war. Students will be provided question prompts (What the war was about, Who was involved, Who won and lost) for their research. Students will be welcomed to use any other reliable internet resources, as long as they are cited in their research.
Once the students have done their research, the students will be asked to post their first blog assignment. Students will post their answers (in their own words) to their blog. The blog assignment one will have a description of the war and answers to the questions. Every student will be required to respond to at least three posts, on a war they are not interviewing about. The students will discuss what they have learned from each students posting.
Next, the students will conduct their interview with the Veteran of their choice. During the interview, the student will decide to record a two minute audio clip of their speaker. The speaker will be made aware of this by the student. Each student will be required to make a podcast with this recording, and provide an introduction and conclusion to the clip.
The instructor will gather all the Podcasts and create an entire collection, and post them on iTunes and make them available for anybody to see and subscribe to, hopefully furthering public interest.
Students will be required to complete two more blog posts. The first of which, the students are to list their questions asked to the veterans and the responses of the Veterans.
Students will also be required to discuss their experience from the interview. Students will discuss how the interview may have affected them, changed their understanding of the war, etc. Students will then be asked to respond to three more of their students posts on their experience.
The second post will require the student to do a basic follow-up with the Veteran of choice. The student will show the Veteran or make aware of the podcast collection. The student will ask for the thoughts/feelings on the collection and then blog about the Veteran’s reaction. Students will be required to respond to 3 more additional posts.
The overall goal of the assignment is to bring reality to each historic war. Most people don’t truly grasp the intensity of war, and by placing each student with a Veteran it helps humanize the idea of war. Students will gain a comprehensive understanding of the sacrifices made by our men and women, and see how it affects their friends and families. Students are to gain a renewed appreciation for these courageous men and women and make their findings known to the public via a podcast and have it presented around Veteran’s Day.
Technologies Utilized:
• Smart Board- Used as a brainstorming discussion assignment in class, gives instructor an idea of the background knowledge students have on the subject of Veterans.
• Internet/Wikipedia- Using reliable resources, students will research their war pertaining to the Veteran prior to the interview.
• Blog- Students will compose their thoughts, feelings, and attitudes on the assignment on the blog and be asked to interact with their peers in discussion. Students will also post the questions and answers from the interview.
• Podcast- Students will record themselves (introducing and concluding) and a two minute audio clip of their veteran describing their experience during the war. The teacher will compile all the Podcasts to create a collection, and make publicly available on iTunes.
Assessment:
Students will be assessed on the completion of the interview, creation of the Podcast, and the active participation in the blog assignment. Grading will go as follows:
Total: 100 points
Podcast Interview with Veteran (2 minute audio clip with intro and conclusion): 40 points
Quality Blog Participation (Includes 3 posts by the student, and 9 responses total): 60 points
Thursday, October 15, 2009
Blog 7: Hypothetical Modification of an Historical Event
Playing the game of "what if" history is not typically something I am fond of doing. For the technological aspect of the assignment, I do find it to be compelling. The event I have elected for my "imagine" essay is the Holocaust of World War II.
Imagine yourself as an oppressed Jew in 1940s Germany. Times are tough, rations and morale are low, and to make matters worse the German stormtroopers are practically breathing down your neck. You're a father or a mother and trying your hardest to keep your family together and avoid being discovered by the Nazis and taken to a concentration camp. You think to yourself, how could anyone in the world possibly let this happen? How can thousands upon thousands of individuals continually perish wrongfully at the hands of the Nazi regime?
Or imagine yourself in another role. You're a young man or woman serving in the Nazi military. All you wanted was a better life for you and your loved ones. Yet now it seems you have discovered the inhumanity behind the Nazi agenda. How can you live with yourself? Things have gotten out of hand, and an attempted extermination of an entire race of people is appalling and flabbergasting. Even if you told someone outside of the country, or ever outside of the government about the atrocities, who would believe it?
I believe if the media implications of today existed the Holocaust would have been an entirely different situation. A Jew seeking to contact old friends and rally an alliance of people could have used Facebook. Letter writing was the only written form of communication, but with a more efficient system making contact would be so much easier. Those persecuted could have warned each other via Facebook and even texts of incoming Nazi raids on a city and avoid abduction. Silent text messages could be sent by those giving refuge to Jews when to move or stay, how to carry on in the household. People wouldn't have to physically speak, so the risk of being discovered would be marginalized.
Another aspect would be for that morally conflicted Nazi soldier. How could I possibly go about getting help? How can a I alert help and get people enlightened about this horrible blight on human history? The soldier could in fact create a web site, complete with a community Ning or blog. He/she could make it as private as possible, and even keep their identity anonymous. Of course, words would simply not be enough to believe such a horror could be occurring. Even today with the documented evidence some people refuse to believe it. For all those Nay-Sayers, the art of the upload comes into play. The weary soldier could upload photos and video to enlighten people. The truth could actually be known. The soldier could have easily contacted outside countries and people for help. The world could have known so much more, and could have prevented thousands of people from dying. Reality would emerge, and people would've known what was really going on in Nazi Germany.
Question: How could the hypothetical media implications have hindered the Nazi movement?
Imagine yourself as an oppressed Jew in 1940s Germany. Times are tough, rations and morale are low, and to make matters worse the German stormtroopers are practically breathing down your neck. You're a father or a mother and trying your hardest to keep your family together and avoid being discovered by the Nazis and taken to a concentration camp. You think to yourself, how could anyone in the world possibly let this happen? How can thousands upon thousands of individuals continually perish wrongfully at the hands of the Nazi regime?
Or imagine yourself in another role. You're a young man or woman serving in the Nazi military. All you wanted was a better life for you and your loved ones. Yet now it seems you have discovered the inhumanity behind the Nazi agenda. How can you live with yourself? Things have gotten out of hand, and an attempted extermination of an entire race of people is appalling and flabbergasting. Even if you told someone outside of the country, or ever outside of the government about the atrocities, who would believe it?
I believe if the media implications of today existed the Holocaust would have been an entirely different situation. A Jew seeking to contact old friends and rally an alliance of people could have used Facebook. Letter writing was the only written form of communication, but with a more efficient system making contact would be so much easier. Those persecuted could have warned each other via Facebook and even texts of incoming Nazi raids on a city and avoid abduction. Silent text messages could be sent by those giving refuge to Jews when to move or stay, how to carry on in the household. People wouldn't have to physically speak, so the risk of being discovered would be marginalized.
Another aspect would be for that morally conflicted Nazi soldier. How could I possibly go about getting help? How can a I alert help and get people enlightened about this horrible blight on human history? The soldier could in fact create a web site, complete with a community Ning or blog. He/she could make it as private as possible, and even keep their identity anonymous. Of course, words would simply not be enough to believe such a horror could be occurring. Even today with the documented evidence some people refuse to believe it. For all those Nay-Sayers, the art of the upload comes into play. The weary soldier could upload photos and video to enlighten people. The truth could actually be known. The soldier could have easily contacted outside countries and people for help. The world could have known so much more, and could have prevented thousands of people from dying. Reality would emerge, and people would've known what was really going on in Nazi Germany.
Question: How could the hypothetical media implications have hindered the Nazi movement?
Monday, October 12, 2009
CH-CH-CH- CHanges...YouTube and the Politics of Authenticty
33 minutes! But I could be watching Family Guy during that time...I guess I'll do it. After finally sitting down and watching the video by Wesch I found myself pleasantly surprised and thoroughly intrigued. The Huxleyian/Orwellian truly drew my attention in, as I am a fan of both authors and their associated works.
Firstly, the social networking examples presented in the video are relevant because like it or not they are here to stay. Youtube? A audio/video outlet for anyone to post any thought or feeling that comes to mind. People can actually make people watch each other at their own option. People create a community, and can even contact and comment on each others uploaded videos.
With the establishment of media ecology comes a whole new environment for the self to exist on. In my opinion, the self is whatever the person at the computer wants it to be. No matter who you are or whatever your status is, as long as you have an Internet connection and keyboard everyone has equal rights to being heard and interacting on the Internet. People can communicate with people in a variety of ways. Myspace, blogging, videos posted on Youtube, and comments are just a few ways to converse with the fellow webmankind. People also seek to maintain their own self- authenticity, and their Internet authenticity becomes essential to their existence. People have new ways of looking at themselves and others in their day to day lives.
Honestly, the role of self is a role people can make as big or as minor as they want it to be. People can feel important on the internet, and can actually feel they are contributing to a community.
The context collapse concept plays an enormous role in self awareness and self consciousness, and people's "self" takes on a whole new role.
Social networking clearly has the potential to succeed in education. If everyone else in the world is using social networking in their day to day lives outside of school, wouldn't seem absurd NOT to include it inside the classroom? I think one of the most important aspect social network has for education is the exchange of ideas. Students, as well as teachers can exchange information and share ideas with each freely and easily. People no longer have to rely on a few close people, but they can gain insight on ideas from people globally. Anything that helps people learn and exchange information at such an efficient rate has a powerful impact on the future.
After watching the video, my views on social networking had change slightly. I always understood the importance of social networking, but I had never thought about how important it was to people's self image and that exchange of certain images amongst each other. I now see how people can use different forms of social networking to act as a form of interaction and feeling connected. I really only used to think of it as just a way for people to stay in touch, but it really means so much more. It is in fact a lifestyle.
Question: Can anyone think of the detrimental consequences of the sudden advancements in technology? Does anyone think web-based interaction can have negative impacts on social interaction? Will people lose their standard social forms of behavior and manners face to face?
Firstly, the social networking examples presented in the video are relevant because like it or not they are here to stay. Youtube? A audio/video outlet for anyone to post any thought or feeling that comes to mind. People can actually make people watch each other at their own option. People create a community, and can even contact and comment on each others uploaded videos.
With the establishment of media ecology comes a whole new environment for the self to exist on. In my opinion, the self is whatever the person at the computer wants it to be. No matter who you are or whatever your status is, as long as you have an Internet connection and keyboard everyone has equal rights to being heard and interacting on the Internet. People can communicate with people in a variety of ways. Myspace, blogging, videos posted on Youtube, and comments are just a few ways to converse with the fellow webmankind. People also seek to maintain their own self- authenticity, and their Internet authenticity becomes essential to their existence. People have new ways of looking at themselves and others in their day to day lives.
Honestly, the role of self is a role people can make as big or as minor as they want it to be. People can feel important on the internet, and can actually feel they are contributing to a community.
The context collapse concept plays an enormous role in self awareness and self consciousness, and people's "self" takes on a whole new role.
Social networking clearly has the potential to succeed in education. If everyone else in the world is using social networking in their day to day lives outside of school, wouldn't seem absurd NOT to include it inside the classroom? I think one of the most important aspect social network has for education is the exchange of ideas. Students, as well as teachers can exchange information and share ideas with each freely and easily. People no longer have to rely on a few close people, but they can gain insight on ideas from people globally. Anything that helps people learn and exchange information at such an efficient rate has a powerful impact on the future.
After watching the video, my views on social networking had change slightly. I always understood the importance of social networking, but I had never thought about how important it was to people's self image and that exchange of certain images amongst each other. I now see how people can use different forms of social networking to act as a form of interaction and feeling connected. I really only used to think of it as just a way for people to stay in touch, but it really means so much more. It is in fact a lifestyle.
Question: Can anyone think of the detrimental consequences of the sudden advancements in technology? Does anyone think web-based interaction can have negative impacts on social interaction? Will people lose their standard social forms of behavior and manners face to face?
Tuesday, October 6, 2009
Technologically Relevant Simpsons Episode
Hey all--
Don't know if anybody caught the latest Simpsons episode, but the latest had some funny moment involving a new college grad "incorporating technology" a bit over zealously in the classroom. Enjoy!
http://www.wtso.net/movie/461-2102_Bart_Gets_a_Z.html
Don't know if anybody caught the latest Simpsons episode, but the latest had some funny moment involving a new college grad "incorporating technology" a bit over zealously in the classroom. Enjoy!
http://www.wtso.net/movie/461-2102_Bart_Gets_a_Z.html
Monday, October 5, 2009
iTunesU Continuity of Learning New Deal Podcast Collection
One of the most important aspects of the Neo-educational style to implement is an educational setting focusing around the student. Creating lesson plans which mostly involve the teacher and not the students has proven to be archaic and ineffective. If used irresponsibly, Podcasts can become an additional aspect of preventing student centered strategies. Used appropriately, podcasts can be excellent resources for instruction. I elected to do a collection on FDR's New Deal, as it is one of the most important presidential agendas and historical events in American history.
The only problem with podcasts is that they are just another form of lecture. Effective when used properly, dull and uninteresting when used poorly. The Unit would be on the New Deal and its impact during that period of the 20th century. The first thing I would do for the lesson is possibly show newspaper headlines from the period prior to the New Deal, making it relevant and accessible to students. The following website is excellent for locating various old newspaper covers without a fee.
http://xooxleanswers.com/newspaperarchives.aspx
Next, I would implement a KWL chart for the students. My aim in conducting this is to gain a general feel for how much the students already know about the New Deal. Activating prior knowledge is essential for the inquiry learning process.
After, I would then proceed to show some clips from the podcast collection. The collection looks at the New Deal from various angles, such as economic, social, and executive power. I would play clips of the lecture for the students, ask them discussion questions about the the pod casts. I would them have them do a sort of compare/contrast chart, defining the arguments among the various lecturers.
Finally, after the lecture and discussion, I would close by having the students listen (just as those with the radio back in the 1930s) to some of FDR's most relevant and profound fireside chats.
The following is an excellent website to use for Presidential resources.
http://www.presidency.ucsb.edu/medialist.php?presid=32
The only problem with podcasts is that they are just another form of lecture. Effective when used properly, dull and uninteresting when used poorly. The Unit would be on the New Deal and its impact during that period of the 20th century. The first thing I would do for the lesson is possibly show newspaper headlines from the period prior to the New Deal, making it relevant and accessible to students. The following website is excellent for locating various old newspaper covers without a fee.
http://xooxleanswers.com/newspaperarchives.aspx
Next, I would implement a KWL chart for the students. My aim in conducting this is to gain a general feel for how much the students already know about the New Deal. Activating prior knowledge is essential for the inquiry learning process.
After, I would then proceed to show some clips from the podcast collection. The collection looks at the New Deal from various angles, such as economic, social, and executive power. I would play clips of the lecture for the students, ask them discussion questions about the the pod casts. I would them have them do a sort of compare/contrast chart, defining the arguments among the various lecturers.
Finally, after the lecture and discussion, I would close by having the students listen (just as those with the radio back in the 1930s) to some of FDR's most relevant and profound fireside chats.
The following is an excellent website to use for Presidential resources.
http://www.presidency.ucsb.edu/medialist.php?presid=32
Monday, September 28, 2009
Service Learning Lesson Plan
The Service-Learning Ideas and Curricular Example (SLICE) I selected pertained to the subject of American government. It could easily be used in a civics or government course, grades 9- 12. The description of the SLICE is the following: While studying about the role of the federal government in the economy, students will focus on particular programs such as minimum wage, OSHA, or the Environmental Protection Act. Each student will research a specific program, evaluate the over all effect of the program on the economy, and determine if the program needs to be reformed or be eliminated. Based on his or her analysis the student will write a letter to a member of Congress with a recommendation.
Civic education and civic participation are two integral components to any government/civics classroom, and this lesson plan manages to accomplish this quite well. First of all, it creates a manner in which the students can actually become interested in the topic. By focusing a particular programs that can personally affect students, it makes the role of the federal government more relative.
For the methods aspect of social studies inquiry, it best accomplishes the learning cycle. Students will at first explore the role of the federal government in the reading. Next, in the small groups the students will discuss the new content ( the program issued) and eventually present their findings in the paper. The application of the new information comes in the analysis of the federal government.
As stated previously, it's an excellent topic because it is relevant to the students, or the soon will become aware of how relevant the programs really are in their everyday lives.
There are a plethora of benefits for this exercise. It executes the sharpening of critical thinking skills, and can even get kids involved in the functioning of the government. An activity like this can really spark interest among the students. It also relies less on the teacher, eliminating any potential for bias by the instructor. Writing a letter is a vastly important aspect to showing the basic participation of the American citizenry. Any activity that is predominantly student generated is excellent in my book!
Finally. the only shortcoming I could fathom was there not being enough materials from all sides of the political spectrum to inform the students. Resources must be chosen carefully, to attempt to give the must objective lesson to the students. This could easily be mitigated by providing a variety of fair, relatively less biased resources for the students.
Links:
http://www.servicelearning.org/slice/index.php?ep_action=download&ep_id=325&file_num=261
http://www.servicelearning.org/slice/index.php?ep_action=view&ep_id=325
Civic education and civic participation are two integral components to any government/civics classroom, and this lesson plan manages to accomplish this quite well. First of all, it creates a manner in which the students can actually become interested in the topic. By focusing a particular programs that can personally affect students, it makes the role of the federal government more relative.
For the methods aspect of social studies inquiry, it best accomplishes the learning cycle. Students will at first explore the role of the federal government in the reading. Next, in the small groups the students will discuss the new content ( the program issued) and eventually present their findings in the paper. The application of the new information comes in the analysis of the federal government.
As stated previously, it's an excellent topic because it is relevant to the students, or the soon will become aware of how relevant the programs really are in their everyday lives.
There are a plethora of benefits for this exercise. It executes the sharpening of critical thinking skills, and can even get kids involved in the functioning of the government. An activity like this can really spark interest among the students. It also relies less on the teacher, eliminating any potential for bias by the instructor. Writing a letter is a vastly important aspect to showing the basic participation of the American citizenry. Any activity that is predominantly student generated is excellent in my book!
Finally. the only shortcoming I could fathom was there not being enough materials from all sides of the political spectrum to inform the students. Resources must be chosen carefully, to attempt to give the must objective lesson to the students. This could easily be mitigated by providing a variety of fair, relatively less biased resources for the students.
Links:
http://www.servicelearning.org/slice/index.php?ep_action=download&ep_id=325&file_num=261
http://www.servicelearning.org/slice/index.php?ep_action=view&ep_id=325
Sunday, September 13, 2009
Inquiry Learning Tech. Article Review Implementation
The article I selected to choose for implementation in a Social Studies classroom was entitled "Effectiveness of computer technology in the social studies: A review of the literature." authored by Foster, S and Padgett, C. (Reviewed by Chance Lyman) I chose this article not only because of its relevance to inquiry learning, but because I particularly enjoyed the newer suggested methods of learning rather than just the traditional. Focus away from lecture, on directed more on the students is essential. This article abides by that school of thought stating, "More of them, less of us" in reference to the student-teacher dynamic.
One of the first methods suggested is a computer based method of database projects. Essentially, I might be teaching a class on the Civil War. With this method, I could help illustrate the economic peril of the South with a critical look and its exports and imports on the computer. I would have each of the students examine what was on the charts, and hone their critical thinking skills with analysis. Prior to looking at the database collection, I could have the students create on the computer their own hypothetical charts, asking them for the first thoughts on the economy and then showing them the real numbers.
Primary documents are also a huge aspect of the article. It recommends use of primary sources, because it stirs motivation and learning. There is so much in textbooks not covered, and to draw from other resources, especially primary can really pull the students interest inward. I would personally lecture a bit, go over the text, and then I would pull up on the computer primary documents to illustrate the point to the students that history is in fact REAL. The Internet has made the visibility of primary sources quite accessible, thus making history more accessible. From President Truman's diary to Abigail Adams' letters the attainability of history is reachable!
My question to the class is, even with all these new fantastic, superior technological innovations, why do some teachers refuse to utilize technology in the classroom? Even the ones shown how to use technology and are blessed with enough technological goods refuse to comply. WHY??!
One of the first methods suggested is a computer based method of database projects. Essentially, I might be teaching a class on the Civil War. With this method, I could help illustrate the economic peril of the South with a critical look and its exports and imports on the computer. I would have each of the students examine what was on the charts, and hone their critical thinking skills with analysis. Prior to looking at the database collection, I could have the students create on the computer their own hypothetical charts, asking them for the first thoughts on the economy and then showing them the real numbers.
Primary documents are also a huge aspect of the article. It recommends use of primary sources, because it stirs motivation and learning. There is so much in textbooks not covered, and to draw from other resources, especially primary can really pull the students interest inward. I would personally lecture a bit, go over the text, and then I would pull up on the computer primary documents to illustrate the point to the students that history is in fact REAL. The Internet has made the visibility of primary sources quite accessible, thus making history more accessible. From President Truman's diary to Abigail Adams' letters the attainability of history is reachable!
My question to the class is, even with all these new fantastic, superior technological innovations, why do some teachers refuse to utilize technology in the classroom? Even the ones shown how to use technology and are blessed with enough technological goods refuse to comply. WHY??!
Monday, September 7, 2009
Social Studies Podcast, wiki, and blog examples
First and foremost, allow me to just say after my initial searching on the web the vast majority of social studies innovations were teacher generated. I did manage to find some collaboration between teacher and pupil, which I felt made for a very interesting product.
The first thing I located was a hybrid wiki generated by teacher and student. It can be located at http://woodward8.wikispaces.com/. The wiki was created by Jason St. Amand and his 8th grade US History students. He assigned each of his students specific topics covering all realms of time in American History, and then combined the results to form the wiki. I was most impressed with the quality of the wiki. I was first drawn to it but all the fantastic photos that were on display. After the initial scan of the photos, I learned these students had work of exceptional quality. It can easily be seen the students put plenty of time and patience into this opus. I believe a wiki is an excellent idea because it allows students to demonstrate their talents, and even feel a certain degree of accomplishment. I believe that if the students know their talents are going to be showcased, it truly helps them work their hardest in learning history. This definitely supported meaningful learning because it allowed students to exercise many forms of academic learning. Other than students, they served as researchers and editors, which helped to fortify the subject material while using critical thinking skills unknown to the students.
The next piece of technology I located was the social studies podcast. The podcast was done by third graders! Who knew technology could reach students at such a young age! And more importantly, who knew it could be executed so magnificently and successfully!?! The podcast was completed by 3rd graders at West Salem Elementary, with assistance by the teacher. It can be located at http://www.salem.k12.va.us/west/showcase/third/sspodcasts/index.htm. The podcasts cover world and American history, surprisingly cover a fair amount of historical ground. I would have absolutely loved having this tool as a third grader. I would have felt more involved in the class. The students themselves actually do the podcasts, which I'm sure helps the learning process. (Not to mention it's absolutely adorable listening to the students discuss the conquest of the Roman empire. ) This learning is phenomenally meaningful, as the students are responsible for orally divulging the newly learned historical information. The students' voices actually being on the podcasts provides instant gratification for the kids. This is also meaningful because it definitely abides to the "Less of us, more of them" thought process.
The last technological gem I located was a social studies blog example on the internet. It was a blog created by a teacher entitled "Beyond the Classroom." It can be located at http://jfilzen.blogspot.com/. It was done by a Mr. Fitzen for his 7th and 8th graders, and I think it is valuable because it provides students with an outside resource for them to access. Textbooks are written so poorly and authentically, a blog by the teacher can allow students to feel they are actually reading something valuable authored by a true human being. It's also fantastic because not only does he supply many superb photos, but tons of helpful links for students to gain more information and to peak their interest. He also posts typically on average once per week, which is a reasonable and effective regimen. It is certainly meaningful, due to that it allows the student to contact the teacher outside the classroom, learn more effectively, and to really show the students the teacher has such a passion and cares for their instruction.
The first thing I located was a hybrid wiki generated by teacher and student. It can be located at http://woodward8.wikispaces.com/. The wiki was created by Jason St. Amand and his 8th grade US History students. He assigned each of his students specific topics covering all realms of time in American History, and then combined the results to form the wiki. I was most impressed with the quality of the wiki. I was first drawn to it but all the fantastic photos that were on display. After the initial scan of the photos, I learned these students had work of exceptional quality. It can easily be seen the students put plenty of time and patience into this opus. I believe a wiki is an excellent idea because it allows students to demonstrate their talents, and even feel a certain degree of accomplishment. I believe that if the students know their talents are going to be showcased, it truly helps them work their hardest in learning history. This definitely supported meaningful learning because it allowed students to exercise many forms of academic learning. Other than students, they served as researchers and editors, which helped to fortify the subject material while using critical thinking skills unknown to the students.
The next piece of technology I located was the social studies podcast. The podcast was done by third graders! Who knew technology could reach students at such a young age! And more importantly, who knew it could be executed so magnificently and successfully!?! The podcast was completed by 3rd graders at West Salem Elementary, with assistance by the teacher. It can be located at http://www.salem.k12.va.us/west/showcase/third/sspodcasts/index.htm. The podcasts cover world and American history, surprisingly cover a fair amount of historical ground. I would have absolutely loved having this tool as a third grader. I would have felt more involved in the class. The students themselves actually do the podcasts, which I'm sure helps the learning process. (Not to mention it's absolutely adorable listening to the students discuss the conquest of the Roman empire. ) This learning is phenomenally meaningful, as the students are responsible for orally divulging the newly learned historical information. The students' voices actually being on the podcasts provides instant gratification for the kids. This is also meaningful because it definitely abides to the "Less of us, more of them" thought process.
The last technological gem I located was a social studies blog example on the internet. It was a blog created by a teacher entitled "Beyond the Classroom." It can be located at http://jfilzen.blogspot.com/. It was done by a Mr. Fitzen for his 7th and 8th graders, and I think it is valuable because it provides students with an outside resource for them to access. Textbooks are written so poorly and authentically, a blog by the teacher can allow students to feel they are actually reading something valuable authored by a true human being. It's also fantastic because not only does he supply many superb photos, but tons of helpful links for students to gain more information and to peak their interest. He also posts typically on average once per week, which is a reasonable and effective regimen. It is certainly meaningful, due to that it allows the student to contact the teacher outside the classroom, learn more effectively, and to really show the students the teacher has such a passion and cares for their instruction.
Monday, August 31, 2009
Blog Assignment #1
Prompt: Why should technology be integrated into social studies classrooms? How has the learning from our first session influenced your answer?Please support your views with content from the readings.
Technology. How is it possible one simple word can be saturated with such an abundance of meaning? It's everything from the development of the atomic bomb to the Internet, indoor plumbing to the Industrial Revolution. For the sake of the course, the technology being examined in this blog relates to that being utilized in the standard American classroom.
Technology has evolved at such an alarming rate it's enough to make one's head dizzy. Megabyte? Nanosecond? Micro-thermal? All are just a few examples of the changing vernacular as well as the implementation of technology. People, like technology, change. Change is good. Without change the world would be a mundane place. The classroom is just another facet of change, and technology can help teaching in an unlimited manner.
We live in a technological age, and to ignore the utility of technology in the classroom would be ignorant and catastrophic. On page 5 of the November book, the issue of web page validity is presented to the reader. Not only must we incorporate technology in the classroom, but we must instruct our students on how to use the Internet and its resources correctly. Identifying a legitimate website is just one way in which can help our students.
Technology is purely amazing! With all new kinds of innovations, teachers are finding new ways to interest and help their students. One new method is what I am doing right now. Blogging. In Chapter 6 of the November book, it is suggested teachers can create blogs to spur discussion among students, build a community, build a body of knowledge, or even publish student work.
Also in support of technology in the classroom is the NCSS position statement on Media Literacy. The NCSS recognizes in today's day and age there is not a child born not knowing cell phones or having a familiarity with the Internet. Times are changing, and so must the classroom. Educating students on media literacy is crucial for "their questioning of the relationships between information, knowledge, and power."NCSS Position Statement on Media Literacy | National Council for the Social Studies.
Aside from the readings, the last class provided one of the most convincing rationales for technology in the classroom. The "Shift happens" video spoke greatly to me, I was absolutely flabbergasted by its presentation. I was also in awe of the accuracy of Wikipedia, especially being on the same level as Encyclopedia Britannica!
Technology. How is it possible one simple word can be saturated with such an abundance of meaning? It's everything from the development of the atomic bomb to the Internet, indoor plumbing to the Industrial Revolution. For the sake of the course, the technology being examined in this blog relates to that being utilized in the standard American classroom.
Technology has evolved at such an alarming rate it's enough to make one's head dizzy. Megabyte? Nanosecond? Micro-thermal? All are just a few examples of the changing vernacular as well as the implementation of technology. People, like technology, change. Change is good. Without change the world would be a mundane place. The classroom is just another facet of change, and technology can help teaching in an unlimited manner.
We live in a technological age, and to ignore the utility of technology in the classroom would be ignorant and catastrophic. On page 5 of the November book, the issue of web page validity is presented to the reader. Not only must we incorporate technology in the classroom, but we must instruct our students on how to use the Internet and its resources correctly. Identifying a legitimate website is just one way in which can help our students.
Technology is purely amazing! With all new kinds of innovations, teachers are finding new ways to interest and help their students. One new method is what I am doing right now. Blogging. In Chapter 6 of the November book, it is suggested teachers can create blogs to spur discussion among students, build a community, build a body of knowledge, or even publish student work.
Also in support of technology in the classroom is the NCSS position statement on Media Literacy. The NCSS recognizes in today's day and age there is not a child born not knowing cell phones or having a familiarity with the Internet. Times are changing, and so must the classroom. Educating students on media literacy is crucial for "their questioning of the relationships between information, knowledge, and power."NCSS Position Statement on Media Literacy | National Council for the Social Studies.
Aside from the readings, the last class provided one of the most convincing rationales for technology in the classroom. The "Shift happens" video spoke greatly to me, I was absolutely flabbergasted by its presentation. I was also in awe of the accuracy of Wikipedia, especially being on the same level as Encyclopedia Britannica!
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