Technology Integration Plan

For my technology integration plan, I want to expose my students to the best ways to utilize technology in historical research. I plan to assign small tasks using different digital tools throughout the year culminating in a year-end presentation using those assignments. Throughout the year, we will utilize Google Earth, powerpoint, concept maps, and podcasting. These assignments will culminate in the creation of a video to present their project to the rest of the class. A large part of this project is based on learning how to properly cite references and using technology as a research tool.

First, each student will choose a research topic that relates to American History. These should be complex questions that necessitate looking at historical interactions throughout time. These could be questions about things such as America's foreign policy regarding Israel and Palestine or the historical conflict between America and Al-Qaeda that led to 9/11.

Second, we will use Google Earth to map the area of the world involved in the question. This could mean Israel and Palestine, the US, or Afghanistan. As the year progresses and historical interactions are discovered, it might be necessary to go back and identify other players on a map.

Third, we will discuss the different ways you can go about researching history and the pros and cons of each. This will include discussion of copyright and intellectual property restrictions. After discussion, students will be able to spend a while researching their chosen topic. Depending on what else is happening in class, the research period could be a couple of weeks or a couple of months.

Next, after a decent amount of research time, each student will be responsible for creating a powerpoint about the basics of their topic. This powerpoint will include the maps from Google Earth and a couple of slides outlining a couple of the resources they used. This should include proper citations and a brief outline of what they learned from that source. It will not have to include each source they might use, but is just a way to ensure that they are on the right track in their research.

A couple weeks before the final due date of the project, each student will present a concept map. They can use any website they choose, but Webspiration will be recommended. This concept map should illustrate everything they have learned about their topic throughout the year. This will be my final assessment of their progress and final opportunity to guide them before starting their final assignment.

The last part of this year long assignment will be the creation of a video. Different students are more comfortable with different tools, so I will allow them to use whatever they choose. However, in my explanation of the video, I will discuss slideshare, voicethread, windows movie maker, and apple movie maker. The video should include the maps from the very beginning of the year.

Lastly, we will have a couple of days at the end of the year when we watch everyone's completed videos. I hope that this will be an interesting and exciting project that will better my students' understandings of American history and historical interactions. By allowing students freedom in choosing their topics, I hope that they will be engaged in the project by researching something that interests them.

Assignment 11A: Slidecasting

English cabbies

View more webinars from Hannah Dunn

Assignment 12: Newsletters

I created a newsletter that I would give to each student on the first day of school to inform their parents of what the year will look like in my class. The link to it is below.
Newsletter

Assignment 11A: Podcasts

Podcasts can be extremely helpful in the classroom. They can be used as lecture tools if I miss class or if there isn't enough time to cover all the material in the classroom. Lectures and questions could be given as homework where the students need to listen to the podcast and answer questions. It could also be a good review tool before tests or exams to go back over the key material of the section.

Assignment 10: Concept Maps and Learning Games

Concept Maps:

I created a concept map about the Don't Ask, Don't Tell government policy. The link below will connect you to the map.
Concept Map

Concept maps are extremely helpful in the classroom. In history, they can be used to show the connections between events, documents, laws, etc. It's a visually appealing way to illustrate the various aspects of a policy or law, such as DADT, by separating it into the people, chronology, setting, effects, etc. Students can more easily sort out information and identify the main ideas. Concept maps can also be used to show how seemingly unrelated events are related. Mapping things such as the Treaty of Versailles and then showing how the different tenets of the treaty helped directly cause WWII. Concept maps are also a great study tool. Students can fill in the map to test their understand and review for exams.


Learning with Games and Simulations:

Stay Afloat- WWII Edition

This FunBrain game is similar to hangman, but offers clues to the answer to aid in guessing. I would use this as a review tool before a test in order to help students review the material.

Who Is That?- Presidents Edition

Another FunBrain game, this offers clues and a portrait of a president. Then, you guess which president is being described. This could be used as a review tool, or as fun way to gauge student's previous knowledge of the presidents. It could also be a fun game to play as a class by splitting into teams and letting the students work together to figure out the correct answer.

Assignment 9: Word Clouds

Wordle can be used in the classroom as an aid students who learn visually. The word cloud arranges the words that are most used, so the main point of a paragraph can be easily identified. For instance, the word cloud above was created from notes from my history class. You can see that the topic of that day was women's participation in the workforce during the great depression.

Assignment 8B: Digital Storytelling...again

Assignment 8A: Digital Storytelling

I made this digital story about Ida B. Wells using Voice Thread. I could use this technology in the classroom to record lectures ahead of time, if for instance I would be absent one day. I could also use it as a way to test student's understandings by assigning group projects where the group would collaborate on a video, each recording their own comments.

This project helped me address the ISTE Standards of Model Digital-Age Work and Learning, Design and Develop Digital-Age Learning Experiences and Assessments, and Engage in Professional Growth and Leadership. I have to have extensive knowledge of the technology available and how to use it if I am to assign my students a project using said technology. Using Voice Thread would also be a digital age assessment tool. And, by my exploring and understanding the technology, I am engaging in professional growth.

Assignment 7: Online Survey

I made a survey about people's use of social networking sites.
Social Networking Uses Survey Link

1) I think that the three best ways of using Google Forms in the classroom are the weekly reading record, reading comprehension questions, and the prior learning assessment. These are Google Forms that actively involve the students in the learning process and cut down on papers that could get lost in transport.

2) Because I want to teach high school, I would not utilize many of the Google Forms in the article. For instance, as a high school teacher, there is not a huge need for a spelling test. However, one form that would be great in my classroom is the prior learning assessment. Before starting a new unit or historical era, I could test what the students already know and what things I need to make sure I teach.

Assignment 6: WebQuest

WebQuest Evaluations:

1) An Insect's Perspective

• The intro is exciting and gives you the reason for doing the quest.
• The tasks are easily laid out and are clearly explained.
• The process is very clear and descriptive. It doesn't leave room for questions or misinterpretation about the assignment.
• The evaluation process is an eye-catching rubric, but somewhat confusing. The scores seem to have too much overlap.
• Overall, I think it is a good webquest. It's visually appealing and clear about the purpose and objectives of the activity. The one thing I would change is the use of the ant that walks across the page. I find it distracting and can see it hindering some student's performance by distracting them as well.

2) The Four Seasons

• The intro does a great job of catching your attention and getting the student's excited about the project by using them as an aid for a travel company.
• The task page is laid out very simplistically, yet is visually stimulating. It also clearly lays out what each person is supposed to accomplish.
• The process is broken down into easily achievable steps. It is easy to follow and gives very clear instructions. I also like the use of very seasonal clip art above the links for each season.
• The evaluation page wasn't visually appealing, but clearly laid out the rubric. There was no doubt about what would earn you what grade and what the expectations were.
• Overall, this webquest was very well done. It is very colorful and captures you attention. The instructions are all very clear and understandable. If I were in a classroom trying to teach the seasons, I would definitely use this webquest.

3) Who Really Owns the Rosetta Stone?

• The intro is not very clear. It lays out the assignment, yet is somewhat confusing. It's also not very colorful or stimulating.
• The process and task are somewhat muddled together. The task list is the process. It's also difficult to use because the file with the task list is only downloadable. If students wanted to look at it outside of school but didn't have adobe reader, then they wouldn't be able to open it.
• The evaluation process is outlined on the task sheet, yet doesn't give any clear expectations. It is just a list of what was expected.
• Overall, the quality of this webquest is poor. I really like the idea of splitting the students into the different countries and having a discussion. I would revise the way you navigate the pages and make it more visually appealing before using it, but the concept is good.

4) Solving Linear Equations

• The introduction is clearly laid out and tells the students what concepts they will be learning. It's not too colorful or appealing, but does have a cool clipart.
• I don't like the task page is simply a long list of links. It's overwhelming to look at and doesn't really give you specifics about what you're doing.
• The process helps to better explain the task page, but is poorly placed. I think that the process and task page could be swapped or combined in some way. By the time a student looks at the process page and figures out what to do, they might already be discouraged by the sheer size of the list on the task page.
• The evaluation page is really hard to read. The white words on the pastel backgrounds are a real strain on the eyes. It does, however, give a clear list of the expectations and grading scale.

I have created my own WebQuest about the The Presidents of the United States. It can be found at the link below...

www.hadedct203.weebly.com

Assignment 5: Photo Editing

I have previously used Picasa to edit photos for projects in other classes. I enjoy the wide array of editing options I can play with. In the classroom, I can edit photos or create videos to help get a concept across. For instance, in a discussion about the Civil War, I could use Picasa to edit battle photos for presentation to my students.

Assignment 4: Website Evaluation

A. FAIR, the Federation for American Immigration Reform, is not a reliable website. First, the page in question has not been updated since 2005, which means that much of it's information is probably outdated. Also, it is a bias site seeking to overhaul the US immigration platform to prevent illegal immigration. It only represents one side of the debate on immigration and presents very polarized opinions of the effects of illegal immigration. The FAIR information page gives a clearer picture of the bias of the organization. It describes itself as a "public-interest" organization of people who "share a common belief." This means that only one opinion will be discussed on the website, thus making it unreliable. However, it could be a good site to look at to discuss the various sides of the immigration issue, as long I preface that it is unreliable and make sure the students take everything it says with a grain of salt.
 
B. This immigration blog is very unreliable. This is easy to see because it is a blog, and thus could be controlled by anyone. There is no way to know that the blogger has any credibility in his discussion of immigration. The about and disclaimer page further confirms the unreliability of this site. Although sponsored by an attorney's office, there is a direct statement saying that the attorneys are not experts in the issue of immigration. It also says the information on the site is not guaranteed to be complete, correct, or current. That statement raises all sorts of red flags and I would not use this site in the classroom.

C. The website america.gov is is a reliable website. First, it is run by the State Department, which gives it credibility. Although the history of US immigration page is no longer being updated, because it is historical, there is no need to update it as regularly.

D. The US Citizenship and Immigration Services website is also reliable. It claims on the about us page to provide accurate and useful information. Although the site is mainly for immigrants and potential immigrants, it would serve as a great resource for research in the process of citizenship and other questions about the immigration process.

E. The Onion presents an interesting case. Although I know that it is a parody news website, there is no statement of it's false status and could easily be mistaken as a reliable resource. Therefore, I would probably use this website as an example of an unreliable resource in the classroom in order to make sure that my students don't accidentally fall pray to it's convincing website layout. 

Assignment 3: Powerpoint

Students and learning

I created this powerpoint and interactive quiz for my in-class presentation on chapter 2 of our textbook, Web 2.0. I created the links by hyperlinking a shape to the next slide, depending on whether the answer was correct or incorrect. Then, I put the text in the shape to identify which answer the hyperlink would correspond to.

In order to take the quiz, please click on the title of the powerpoint presentation. It will connect you to the slideshare site. Once there, download the presentation and you should be able to take the quiz.

I see myself using this technology as an easy review in my future classroom. I could use it as a jeopardy-like game or as a multiple choice quiz at the beginning of class or before a test.

Assignment 2: Wiki Journal

• What are the potential uses for developing a wiki?
• One thing I really like about the wiki pages was the ability to have a discussion section. That would be extremely helpful in assigning group projects in the classroom because each group could have their own section and be able to communicate with each other outside of school. They would not have to worry about having specific software or having each other's email addresses because it would all be online in one place.

• What do you think are some potential uses for a Glog ?
•  Glogs provide an interactive approach to communicating with your classes. One potential use is to keep parents updated about what's happening in their children's classrooms. By posting information about what the class is studying, reminders about field trips or permission slips, and links to helpful websites, parents can be more involved in their child's education.

• How would you use this in your content area?
• As a future high school history teacher, I know that many parents will feel out of the loop in regards to their child's education. By high school, most students will not tell their parents everything they do in class, and will potentially forget to tell them important information. By using a Glog or Wiki, I can skip the middle man and make sure the parents know any pertinent information they need, such as dates of upcoming exams. It's also a way to make sure parents feel involved and included. It will also make parents feel that I am accessible and am open to communication with them, which could help me understand my students better and become a better teacher.

• What ISTE did you meet today as a teacher and student? How?
•  Model Digital-Age Work and Learning
• By creating a Parents Page on my Wiki, I am collaborating with parents and community members using digital tools to help improve my student's success and innovation. I am also communicating relevant information to both students and their parents.
• Facilitate and Inspire Student Learning and Creativity 
• By creating a Wiki, I have modeled creative and innovative thinking. I have also learned how I can use these digital tools, such as a Wiki, to solve the issue of parental involvement in education. 
• Promote and Model Digital Citizenship and Responsibility
• In the creation of my Wiki, I had to be aware of copyright issues and make sure not to break any copyright laws. One way I did this was to link directly to outside sites and say in the name of the link who was responsible for that link, such as National Geographic or Smithsonian. 
•  Engage in Professional Growth and Leadership
•  By using new technology and keeping up with changes in technology, I have demonstrated a commitment to professional growth. By implementing these new technologies into my classroom, I am leading the school and my students in using technology to support student learning.

Assignment 1: Internet Resources

1. Copyright Issues and Internet Use

http://www.umuc.edu/library/copy.shtml

This site gives a very good definiton of copyrighted materials, as well as the exceptions to copyright laws. It outlines the guidelines for fair use, which is limitations on a copyrighter holder's rights. There are outlines of questions that a person can ask in order to determine whether or not something is copyrighted or can be used under the fair use clause. For this class, it is especially important to understand the rights of educators and the use of materials in the classroom. This site has a special section devoted to that. I learned that there are modified laws based on what you do with the material, and that teachers have more flexible guidelines.

http://www6.district125.k12.il.us/staffdev/Copyright.html

I really like this site because it's devoted to the issue of copyright in the classroom. I enjoy that it has a myth page at the beginning which can help defunk misunderstandings. I also really like that they list the various proportions limits on copyrighted materials, which is important to understand when using materials in the classroom.I learned that there are set amounts of media or words you can use from a copyrighted material without violating the laws.


2. Equity Issues in Computer Use in Schools

http://www.maec.org/techrev.html

This site offers a great definition of the issues of equity, as well as outlining the various ways there can be issues, such as racial and socioeconomic. I really like that it has charts and statistics that help to drive the point of the inequalities home. It also offers suggestions at both the district and school levels to help close the equity gap. I learned that there are simple ways of eliminating equity issues by making sure all students in the school have access to the computer lab, not just the students in honors classes.

http://rer.sagepub.com/content/61/4/475.abstract

This site offers a great discussion of the process of developing equity through teachers' attitudes towards equity and equality. As future educators, it's important that we understand the effects of our attitudes on the students. I learned that there is a consistency between teachers that were enthusiastic about technology and their successful use of technology in their classrooms. That means that if I want to have a classroom that utilizes technology, I need to be sure to show my enthusiasm for it.


3. Cultural Use in Computer Use in Schools

http://community.flexiblelearning.net.au/TeachingTrainingLearners/content/article_4502.htm

Although this article is based on Australia, it can be applied everywhere. It outlines research done on how various cultures view computers and how these cultural perceptions can be limiting for children. It discusses the importance of understanding different views of computers and the application of new ways of teaching and using computers in the classroom to make it a more positive experience. I learned that it is important to make sure that students are having a positive experience and try to modify things so that they can.

http://cte.jhu.edu/accessibility/primer/resources/data/assistivetech/kidware_article.pdf

This article addresses the use of computers to help ESL students intergrate better into society, mostly through the use of the program KIDWARE. Although focused on one program, the ideas of using technology to help students learn english better are cross denominational. It outlines the problem that teachers unknowingly can bring a bias to the classroom, and by allowing students to use computers to customize their own learning experience can help them to learn better. I learned that teachers can bring bias to computer-based learning.


4. Health Problems Concerning the Use of Computers

http://heheli.com/business/top-4-health-problems-caused-by-computer-use/

This is a pretty straightforward article that lists the four most common health problems caused by computer usage- eye disease, bad posture, hurting hands, and computer stress injuries. It also offers solutions or preventative measures you can take to avoid these problems. I learned that sitting improperly can cause stress on the body and can lead to heart disease and cancer.

http://www.aoa.org/x8526.xml

This publication from the American Optometic Association explains the risks of computers on the eyes. It describes the risks that children face that adults don't. This includes issues with a child's developing self-awareness, adaptation skills, and their developing bodies. I learned that it is important to give kids breaks when working on the computer to prevent eye strain and to make sure that the computer station is set up to accomodate for kids growing bodies.

First Successful Blog Post

I have successfully created my first new blog post for EDCT 203, Technology Applications in Education. This is in accordance with the NETS Standards for Teachers.

Yay!