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?
Thursday, October 15, 2009
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.
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