Module 5 Blog

Advantages of Integrating Technology

One of the biggest advantages of integrating technology into a social studies classroom is that with the right technology a teacher can now take kids to places they would never by physically able to go to. According to Roblyer and Doering (2012) "Virtual Field Trips are visits students make to internet sites to see places they could not easily go in real life or that can help them get more out of trips they are able to take." (p. 339) Imagine telling your 8th Grade World History class that you are going to take them to Paris France to see the Louvre Muse. Today that is possible simply by going to http://www.louvre.fr  . Virtual field trips are also a way to save money when education budgets are constantly being cut back. Check out the video below to see how to implement virtual field trips in your classroom.

Simulated Problem-Solving environments are another advantage to integrating your classroom that can take your kids out of the desk and into real world decision making. Roblyer and Doering (2012) state that " simulations, or electronic environments that allow students to interact with simulated events or locations, can help make these concepts more clear." (p. 338) Simulated environments have come a long way from Oregon Trail game we all remember as kids. Software such as Muzzy Lane's Making History (http://www.muzzylane.com/products/making-history/)  place students in historical events and allow them to make decisions applying information they have learned in class (Roblyer and Doering, 2012, p.338) Using these types of technology can bring historical locations and events alive for student like never before.  

Disadvantages of Integrating Technology

One of the major disadvantages of integrating technology into the classroom is how social studies is view in importance to the other subjects in today's educational environment. Schools today are all about statewide mandatory testing for assessment. According to Roblyer and Doering (2012) " Despite their obvious value and relevance to future citizens, social studies themes and topics are not usually among those included in statewide assessments." (p. 336) This means that many times social studies classrooms are last in line to receive the benefits of technology funding. Another challenge for integrating technology in the classroom is the vast amount of information that becomes available to students. Roblyer and Doering (2012) state "Some believe that Internet information has the potential to alter the traditional relationship between student and teacher since teachers are no longer the primary source of facts and information." (p. 336) Teachers must guide students in weeding out the bad information and get them to reliable sources. This is extremely important in the social sciences much of the study is based in opinion or interpretation of facts. This can lead to a large amount of bias information available on the internet. This article by Linda Jewell and Michael Manning discusses many of the challenges educators face in integrating technology in the classroom. 

http://horizon.unc.edu/projects/issues/papers/Manning.html

Specific Activities, Programs, Etc.

Muzzy Lane's Making History

GeoThentic

The Oregon Trail

Colonial Williamsburg Electronic Field Trip
Go North Adventure Learning Series
National Archives and Records Administration
PBS Civil War 
Voice Thread
The Oral History Society Home Page

References
Roblyer, M.D. & Doering, A.H. (2012). Integrating educational technology into teaching (6th ed.). Columbus, OH: Merrill Prentice Hall.

Module Three Blog

Search Engines

The use of the internet has revolutionized the ability of students to access information from a nearly unlimited number of resources. The speed which information can be attained has also changed the way in which educators must teach students. An important aspect of using this new technology efficiently is the use proper use of search engines. The vast amount of information, both valuable and not valuable, available on the internet makes the use of search engines essential. Learning to critically evaluate this vast amount of research material is not only a necessary academic tool but also a 21st century life skill students must acquire during their educational experience. Educators can and must develop this skill by requiring the use the internet and search engines for classroom assignments.

Just as students have access to a nearly unlimited amount of research material instructors also have access to a larger amount of classroom resources on the internet than ever before. Instructors can use these tools available such as virtual field trips and wikis to keep the modern student engaged in the learning process. Instructors have to switch from being the fountain of all knowledge to being the oracle who guides the use of the fountain because the internet and search engines such as Google are now the fountain of all knowledge.     

Website Evaluation Video

I chose this video because I believe it does a good job of breaking down the steps a researcher needs to go through in order to critically evaluate websites. It stressed the importance of understanding the amount of information on the internet and how to best determine its value. This video could be shown early in the year during a lesson specifically on the proper methods of dong research focusing on the most common research method of the 21st century which is the internet. A lot of Social Studies is based in opinion and theories so it is important for students to gain the ability to differentiate between opinions and theories based in sound facts and those that are based in weak facts and bias. This video gives a step by step tutorial on how to begin doing that. 

Favorite Web Site #1

http://www.historynet.com/

Historynet.com is an excellent website for history teachers. It is run by World History Group the largest publisher of history magazines in the world. The site is easily navigatable between it various options of content and time periods. It contains daily features, images and article from various history magazines that can by accessed either for instructor presentations or student research projects. It is easy to find information on topics of history that range form periods of American history such as the Civil War and Vietnam War to cultural history like art history. 

Favorite Web Site #2 

http://mrbruceshistory.wikispaces.com/

I chose the wiki created by Mr. Bruce because it resembled the type of wiki I would like to create for my own class room. It is a really good example of how the teacher and students can collaborate to create an engaging educational experience that benefits both. This web page has a nice visual design to it that looks professional and is easily navigated. The purpose of the page is clearly stated on the first page of the wiki. "Welcome to our class wiki. Created for students (and some sections by students)the pages represent the collective efforts waged by all of us as we work to understand the complexities of U.S. History."I like that much of the content in this wiki was developed by students. I feel like this type of Wiki could create an interactive classroom allowing students to take more ownership of the learning experience. This type of website can be used to not only engage the students but also the parents which would allow even more of the community to become part of the learning process.   

Hypermedia and Multimedia In The Classroom

Commercial Hypermedia Product

https://www.britannica.com/

The hypermedia product I choose was the Online Encyclopedia Britannica. This website is a collection of articles and images that could be accessed by my students for research as well as creatating projects for class. I liked the versatility this site offered by having both historical content as well as articles on current events. An important part of teaching Social Sciences is linking the historical content to events that are currently in the news and relevant to the students in some way. The site was easily navigated which is also important for classroom use. It would enable students to quickly access the information without getting lost, frustrated or bored.

Chosen Multimedia Authoring Tool

http://www.adobe.com/products/premiere.html

The multimedia authoring tool I choose was Adobe Premier Pro. This is video editing software. I believe students could use this software to make some really impressive projects covering units of study in the social sciences. One project you could do with this type of software is to have the student produce a historical newscast. Where the students would write, prepare and produce a news cast that is set in some historical era covering the major events of the time. Also instructors could use this tool to make reference videos for the students in a flipped classroom environment. 

The video below is a tutorial showing the basic functions of Adobe Premier Pro. You can see from these functions how students and teachers could implement it in the classroom.  

Hypermedia and Multimedia In The Classroom

Commercial Hypermedia Product

https://www.britannica.com/

The hypermedia product I choose was the Online Encyclopedia Britannica. This website is a collection of articles and images that could be accessed by my students for research as well as creatating projects for class. I liked the versatility this site offered by having both historical content as well as articles on current events. An important part of teaching Social Sciences is linking the historical content to events that are currently in the news and relevant to the students in some way. The site was easily navigated which is also important for classroom use. It would enable students to quickly access the information without getting lost, frustrated or bored.

Chosen Multimedia Authoring Tool

http://www.adobe.com/products/premiere.html

The multimedia authoring tool I choose was Adobe Premier Pro. This is video editing software. I believe students could use this software to make some really impressive projects covering units of study in the social sciences. One project you could do with this type of software is to have the student produce a historical newscast. Where the students would write, prepare and produce a news cast that is set in some historical era covering the major events of the time. Also instructors could use this tool to make reference videos for the students in a flipped classroom environment. 

The video below is a tutorial showing the basic functions of Adobe Premier Pro. You can see from these functions how students and teachers could implement it in the classroom.  

The American Revolution Flip Chart
http://www.prometheanplanet.com/en-us/Resources/Item/26945/american-revolution#.V4lMg-grLIU

I choose this flip chart on the American Revolution because of its in depth look into the American revolution. Which is a subject area I teach in my classroom. I also liked that much of this flip chart allowed for student interaction through the Interactive White Board.  According to Roblyer and Doering (2012) "Teachers say technology's visual and interactive qualities can direct a students attention toward learning tasks" (p. 25) On of the first slides in this flip chart is and interactive tic-tac- toe game that I believe would help grab my students attention. I have found in my class room that the Interactive White Board is one of the most vital pieces of hardware I use. It allows students to become engaged in class lectures on a whole new level when used to it full capability. In order for this hardware to do that the interactive white board software, that accompanies this hardware, must be invested in. This software is needed so that the white board lessons have their interactive qualities. (Roblyer and Doering, 2012 p.147)

I also liked that this flip char used pictures and graphics to bring the subject matter to the students. As Roblyer and Doering (2012) state "Simulations and other interactive software tools have a unique abilities to illustrate science and mathematics concepts. (p.25) I believe this technology can be just as effective demonstrating social science concepts such as timelines and key figures in history. This type of technology is essential to meeting the student learner needs of the modern digital native student.  

I believe that the ability to use flip charts like the American Revolution are an important part integrating technology in the classroom. As stated by Roblyer and Doering (2012) "Teachers need system wide support to implement technology." (p. 64) This shared vision for technology integration is on of the essential conditions for technological integration. (Roblyer and Doering, 2012 p.65) Both teachers and administrators must have the desire to implement lessons like the American Revolution Flip Chart used on the Interactive White Boards. For this type of lesson to work there must not only be a willingness to invest in the hardware and software needed but also a willingness to emphasize teacher training and development. Roblyer and Doering state that "Successful technology programs hinge on well trained motivated teachers." (p.65)   Without this professional development the essential conditions for technology integration will not exist and the school system will be left with a bunch of really nice screens and a hefty bill.

References
Roblyer, M.D. & Doering, A.H. (2012). Integrating educational technology into teaching (6th ed.). Columbus, OH: Merrill Prentice Hall.

Basic Three Software Tools

Word Processing Software

The impact of word processing software on the classroom has been substantial.  Roblyer and Doering (2013) suggest that "no other technology has had as great an impact on education as word processing".(p. 116) The software can be used in a variety of ways in all types of classrooms. According to Roblyer and Doering "Not only does word processing offer high versatility and flexibility it is also "model-free" instructional software."(p. 116)   Word processing can be used by all types of teachers in all types of classrooms. There are many benefits to the use of word processing software.  One of the most obvious is that the software can improve the appearance of documents. These documents created using word processing software look better than hand written or printed documents and are more appealing to the students.(Roblyer and Doering, 2013, p. 119) One of the growing uses of word processing software is it use in collaborative projects between students.  Roblyer and Doering (2013) state that "since the release of products such as Google Docs, teachers and students can no create, edit and share documents synchronously. (p. 119) This is a vital use of word processing software as education moves from the standard lecture method to more collaborative learning methods. All of the benefits of word processing software do not come with out a cost though. The effects of word processing on handwriting legibility is limited but people who use computers often complain that their handwriting has become less legible. (Roblyer and Doering, 2013, p. 120) Another significant issue is the problem with inadvertent errors caused by word processing software features such as auto correct. According to Roblyer and Doering (2013) " Teachers and students must be aware of this built in feature and either turn it off of proofread even more carefully." ( p. 120)

Spreadsheet Software

Teachers mainly use spreadsheet software to organize aspects of the classroom that need quick mathematical calculations such as budgets and grade-books. (Roblyer and Doering, 2013, p. 122) While the time saving benefits of spreadsheet software are well known the use of it are not limited only to quick mathematical calculations. According to Roblyer and Doering (2013) "Although spreadsheet programs are intended for numerical data, their capability to store information in columns makes them ideal tools for designating informational charts, such as schedules and attendance list". (p. 122)  This ability to organize and display information is critical to the modern educator. Another important use  of spreadsheet software is the supporting of "what if: questions. Spread sheets can enable the student to see the result of changes in numbers allowing allowing the teacher to pose "what if" questions and the student to answer them easily. (Roblyer and Doering, 2013, p. 119) One of the most common issues with the use of spread sheet software is the students fear of mathematics. Roblyer and Doering (2013) state "They are not afraid to process words but processing numbers is quite another matter." (p. 125) 

Presentation Software

According to Roblyer and Doering (2013) "Presentation software is designed to display information including text, images, audio, and video in a slide show format." (p. 128) While it was originally designed to be used in the business field to accompany marketing presentations it quickly transitioned to educations uses.(Roblyer and Doering, 2013, p. 128)  Presentation software can be used to help organize thinking about topics being discussed in the classroom. Roblyer and Doering (2013) state "When teachers or students create a presentation with this software, it helps them think through what they will say and in what order they will present information." (p. 128) Presentations can also be used to improve the impact of what is said in class lectures. When a presentation software is used correctly it enhances what the speaker says by using graphics and multimedia to illustrate the main points of the lecture. (Roblyer and Doering, 2013, p. 119)  As with the other technology software discussed in chapter four issues have developed out of the use or maybe more accurately the misuse of presentation software.   Some critics of the use of presentation software feel that it makes the student focus more on the slides and less on the real meaning of the lecture. (Roblyer and Doering, 2013, p. 130) Roblyer and Doering (2013) state that "Criticisms of this tool seem to be best addressed by the teachers becoming more aware of the most effective uses of presentation software." (Roblyer and Doering, 2013, p. 119) Presentation software while being one of the most helpful technology tools for an educator is also one of the most often misused tools by educators. 

Classroom Use

Of the three types of software discussed in chapter 4 presentation software is the one I use the most in my classroom. I use it on a daily basis in just about every class. The information in chapter 4 has made me more aware of how I might be misusing this technology and can improve upon my use of it.  I use power point presentations as a guide for class lectures on the unit of history we are exploring for the day. I have found it is an excellent way to introduce aspects of the culture, such as art and architecture, of the period in history that we are studying. This allows the student to not only put a face with the names were are discussing but also gain an understanding of the environment these people lived in through visual aids. 

References

Roblyer, M.D. & Doering, A.H. (2012). Integrating educational technology into teaching (6th ed.). Columbus, OH: Merrill Prentice Hall.