Stormboard 4m. Creately 2m. MeetingWords 2m. Reading 7 readings. Week 2 Overview 10m. More on Collaboration Tools 10m. Collaboration Scenarios 10m.
Week 2 Reading Materials 10m. Final Project: Food for Thought 10m. Week 2 Self-Report 2m. Week 2 Quiz 10m. Creativity Tools 9m.
- A Web 2.0 Class: Students Learn 21st Century Skills, Collaboration, and Digital Citizenship;
- The Words of an Iraqi War Survivor & More : An Anthology of War and Life Observations;
- About Emerald.
- What does the teaching of 21st century skills look like in the classroom?.
- Theres No Such Thing As Dragons.
Surviving the Notes 2m. Learning U. Constitution 2m. Reviewing Algebra 2m. Evernote 3m. Thinglink 5m. WeVideo 2m. Week 3 Overview 10m. More On Creativity Tools 10m. Creativity Scenarios 10m. Week 3 Reading Materials 10m. Week 3 Self-Report 2m. Week 3 Quiz 10m. Video 2 videos.
Using Web Tools in the Classroom
Action Research 8m. Reading 4 readings. Week 4 Overview 10m. Introduction 10m. Week 4 Self-Report 2m. Week 4 Quiz 10m. Show More.
The preservice teachers were also expected to reflect in a more individual setting using Voicethread. The core component of the digital flexbook was the content students selected for their wiki space. In particular, students sought to include a variety of primary and secondary sources such as oral histories, media texts e.
Weaving Web 2.0 Tools into the Classroom
We quickly realized that this stage of the process was going to be challenging. Most of our students had not engaged with primary sources before this class. The vast majority of our students were unsure of how to begin collecting primary and secondary sources. Almost none of the preservice teachers had ever entered the University archives or navigated the Carolina Digital Library and Archives prior to this project.
Both are excellent resources for historical materials, but we quickly realized that the students were generally unprepared to collect documents to begin developing their digital flexbook chapter. The instructors used materials borrowed from the university archives and libraries to represent different time periods and types of historical sources. Students were given 15 minutes at each table to read, touch, and interpret the materials.
We chose this particular activity to encourage the preservice teachers in thinking about the types of materials they might want to include in their flexbook chapter. In particular, we wanted students to understand the nature of historical sources and the ways in which those sources can dictate the story a historian can and will tell. The design phase of the flexbook project was the least challenging in many ways. Many of our students, if not all, can be considered digital natives Prensky, , and thus, the process of navigating the wiki site, embedding media, and finding new web 2.
Many of the students incorporated technologies that we had not required or had not heard of, such as the use of a Voki to make their content more interactive. Other groups embedded Prezi presentations e. The hardest part of this phase for students was determining the way in which the technology of the wiki could be used to best represent the historical materials and, thus, the account they were constructing.
This was the point in which their content knowledge, pedagogical beliefs, and technological skills merged. They had to make choices for the first time in their teaching careers about content, pedagogy, and the use of technology. As part of this project and in keeping with the literature on multicultural classrooms, students were required to maintain a virtual journal using Voicethread for the entire semester. Using artifacts for their digital flexbook chapter, personal reflections, experience in their practicum that highlighted a point in our class, or a historical document they came across, the virtual journals became a semester-long dialog between the instructors and the students on the nature of history, the complex nature of writing textbooks, and their shifting and evolving position.
Students were also asked to write a reflection at the end of the semester on BlackBoard that outlined their experience in developing the class digital flexbook. Although the implications for learning were immense and important, we faced numerous challenges in developing a digital flexbook. This situation was compounded by the fact that much of what they knew was wrong or inaccurate.
As this experience was their first at developing a digital flexbook, and because the activity was truly situated within a constructivist framework, we had limited knowledge of what the students should and would create. Much of what they created went beyond our expectations. However, through the course of the semester the socially constructed nature of being a student led some to worry constantly about their grades rather than explore the process of doing history.
Finally, the greatest threat we face in implementing this type of project in the future is the marginalization of the social studies in elementary grades. When presented with the completed digital flexbook, many teachers were appreciative but unsure of when or how they could integrate a social studies model into their class time due to the focus on standardized tests in the local systems and, in some cases, a move to scripted curriculum.
The digital flexbook project was centered on and around inquiry-based activities that help students understand historical processes and engage their own histories into a broader understanding. We are currently in beginning stages of planning our course for next semester and plan to continue this project. It would be extremely valuable for our preservice teachers to work with elementary students in creating new knowledge and gain a better understanding of the ways in which elementary students understand and perceive the social studies.
Despite the success of the project, we still have many questions that might frame future research projects. As we develop our research, we are interested in studying the ways in which digital flexbooks are being implemented into the social studies and the impact they have on student learning.
In particular, we wonder if there is a difference in student learning with digital flexbooks over traditional paper-based textbooks. Through the five phases outlined in this paper, the students completed the course with a better understanding of the types of pedagogical praxis that are frequently privileged in the classroom, developed a more critical stance on the intersection of race, gender, and socio-economic status on the writing of history, and integrated a model for how technology can and should be used in the classroom.
The premium account expands storage to 40GB and unlocks all security features for administrators to use. The free educator account contained enough memory and security features for all of my classroom needs.
However, each chapter represents the attempt to integrate technology, content knowledge and pedagogy through the creation of a digital flexbook centered around North Carolina history. In addition, the navigation bar to the right of the pbworks wiki page will move the reader through the various flexbook chapters. Abel, T. The digital durham project: creating community through history, technology, and service learning. Perspectives on History, May. Apple, M. Power, meaning, and identity: Essays in critical educational studies.
New York, NY: P. Ayers, E. History in hypertext. Banks, J. Multicultural education: Development, dimensions, and challenges. Phi Delta Kappan, 75 1 , Bates, A. Learning to design webQuests: An exploration in preservice social studies education. Journal of Social Studies Research, 32 1 , Bolick, C. Technology applications in social studies teacher education: A survey of social studies methods faculty. Contemporary Issues in Technology and Teacher Education, 3 3 , Bull, G. Developing Web 2.
Cantu, D. Technology integration in preservice history teacher education. Journal of the Association for History and Computing, 3 2 , Clarke, W. The promise of digital history in the teaching of local history. Clearing House, 78 2 , Cox, S.
Web 2.0 Tools in the Classroom
A conceptual analysis of technological pedagogical content knowledge. Diem, R. An examination of the effects of technology instruction in social studies methods classes. Ehman, L. Using stand-alone Web modules to integrate technology into secondary social studies methods instruction. Journal of Research on Technology in Education, 34 1 , Fletcher, G. A revolution on hold. Transforming Education Through Technology. Heafner, T. Wikis and constructivism in secondary social studies: Fostering a deeper understanding.
Kingsbury, A. Textbooks in the digital age. Lee, J. Research on technology in social studies education. Why not share! Authentic Technology Integration Embed Size px. Start on. Show related SlideShares at end. WordPress Shortcode. Published in: Education. Full Name Comment goes here. Are you sure you want to Yes No. No Downloads. Views Total views. Actions Shares. Embeds 0 No embeds.