Griselda Flores
October 22, 2009
EME5432
Service Learning Unit
Title of the project: Global networking: Developed Country and Third World
Area of service: Third World Students living in poverty.
Florida high school students will work together to raise money and supplies for Haitian students. Florida students will learn about Haiti’s geography and history while communicating with Haitian students through the internet.
Haitian students lack educational supplies and qualified teachers. Most Haitian schools are private rather than state-funded because of their economic unfortunately, many families cannot offer the school fees, transportation, or uniforms because their too expensive.
Grade level: 9-12
Setting: School and surrounding communities.
Subject area: Social Studies: Geography and World history.
Unit description:
Students will learn about Haiti’s history and geography while analyzing how human actions drastically changed Haiti’s landscape and the consequences that arose from these actions. For example, when Christopher Columbus found Haiti it was dense with tropical forest. Unfortunately, the Spanish and French cleared many forests for plantations and later hardwoods were logged for U.S. and Europeans markets. Peasants then burned and cut down what was left in desperate search of farmland.
Students will also learn about the culture of Haitians, their average wages, their educational levels, their school system, their country’s financial situation, their country’s geographical dilemma, their lack of natural resources, their government system, their history, their relationship with the United States, and their literacy rate.
After studying and analyzing the history and geography of Haiti, students will see the correlation of Haiti’s economy with its educational dilemma and low literacy rates. Haiti is the poorest country in the western hemisphere, with a literacy rate below 60 percent. Students will have the opportunity to communicate with actual students from Haiti and view their perspectives and experiences as students in a third world country.
Students will ask questions like:
1.Transportation: How do you get to school?
2. Finance: Do you pay for school, if so who finances your education?
3. Distance: How far is school from your house?
4. Educational Goals: Do you plan to go to college?
5. Economy: How do you feel about your country’s financial and educational situation?
6. Personal: How you plan to help Haiti’s economy?
7. Resources: How has the lack of forest and trees impacted your life?
8. Personal: Where do your parent’s work, what’s their educational obtainment.
Students will work together to raise money for students in Haiti. The teacher will contact a school in Haiti, before the beginning of the semester or school year that has access to the Internet and an English translator. Therefore, both groups of students can communicate with each other without any language barrier. Students will communicate through emails, podcasts, blogs, mail, and videos. Both groups of students will learn about each other’s cultures, educational experiences, and aspiring goals. Students will be more engaged and interested to learn about Haiti’s geography and history if their communicating with Haitian students.
Moreover, students will be divided into five committees: fund-raiser (planner, organizer), treasure group (economics and math), decorations (visual arts, photography), and food (culinary and math), and social networking (technology). Each committee is responsible for a different task. For example, those in the fundraiser committee are responsible for coming up with effective fund-raisers. The treasure group is in charge of all the finance. They have to calculate and decide how much money they will spend on fundraisers and whether their profits will exceed their cost, as well as asking for donations. The decoration committee is in charge of any decorations or photography for the fundraisers and the food committee is in charge of selling and making food and refreshments.
In addition, each committee is responsible for posting their group’s information on the class’ website so other students, teachers, and community members can view it and stay updated with the final project. For example, the fundraiser committee will post the class’ upcoming fundraiser activities and the treasure group will ask for donations on-line and in person and post their overall expenses and profit therefore donors can keep track of it. The decoration committee will post photos of the actual fundraisers and a few pictures of the Haitian students, and the culinary committee will upload photos of the food their selling, the prices of the items, and the receipts of the food. Every student will be responsible for keeping the website up to date. The goal of this service-learning project is to teach students about Haiti’s history, geography, economy, and educational conditions while learning how to use technology on a daily bases.
By working with other organizations in order to raise money for less fortunate people, students will learn about the importance of giving back and hopefully learn to appreciate and take advantage of their public education.
Next Generation Sunshine State Standards:
SS.912.G.2.4 “Use geographic terms and tools to analyze case studies of how selected regions change over time.”
SS.912.G.2.5 “Use geographic terms and tools to analyze case studies of debates over how human actions modify a selected region.”
SS.912.W.5.7 “Describe the causes and effects of 19th Latin American and Caribbean independence movements led by people including Bolivar, de San Martin, and L' Ouverture”
SS.912.W.5.Su.g: “Recognize that Latin American and Caribbean countries achieved independence.”
Technologies/Web applications:
High school students will communicate with Haitian students through the Internet, podcast, and videos. The school in Haiti will most likely be a private school sponsor by English organizations. Since Haitians mainly speak French or Creole it is more effective to work with a school that teaches English and that has computers. Private schools are more likely to have a set of computers in their schools since their run through private funds. Both groups of students will communicate through technology applications and get to know each other better. Students will share their educational experiences and future goals with one another. American students will have the opportunity to compare and contrast their lives with Haitian students while using technology. In addition, Haitian students will inform their American peers of their economical and educational dilemma. American students will work together to raise funds and supplies for their Haitian peers in order for them to have a brighter future and a better education.
Students will also use technology to submit their assignments, such as responding to the teacher’s blog or creating their own blog and responding to each others post.
Assessment:
Students will present their final project in front of the entire school, as well as the local community. In their presentation they will inform fellow students and community members about their service learning experience. This project and presentation will education others about the geography, economy, culture, history, and educational system of Haiti. Hopefully, this service learning project will inspire other teachers and community members to work together for the betterment of other communities.
Students will also be graded according to their contribution to the class’s website, both individual and group-wise, and the quality of their work.
Students will also be assessed according to the following rubric: Presentation
100-90:
Presentation includes visual illustrations and two or more technology application (power point, internet, web page, posters, podcast, videos, iPods etc).
Presentation includes following topics: what they accomplished, how this experience changed their perspectives of other cultures and towards education, how they communicated with these students, their contribution to the project/committee, the amount of money and supplies they managed to raise, and what they learned about Haiti’s history, economy, culture, and educational system.
Presentation is neat, organize, and concise.
Few spelling or grammatical errors, no use of slang or jargon
89-80:
Presentation is visual and uses two technology applications.
Presentation does not cover two topics.
Presentation is neat, organize, and concise.
More than three spelling or grammatical errors, use of slang or jargon.
79-70:
Presentation is some what visual and uses one technology application.
Presentation is missing more than three topics.
Presentation is a bit messy, a bit unorganized, and not concise enough.
More than five spelling or grammatical errors, jargon used excessively
69-60:
Presentation not visual and does not use technology applications.
Presentation includes less than five topics.
Presentation is messy, unorganized, and not concise.
More than seven spelling or grammatical errors, slang or jargon used excessively
Rubric: Contribution to class’ Web page.
100-90pts
Comment on all of the teacher’s blog, at least two paragraphs (more than 6 lines)
Created more than five blogs
Responded to two classmates’ blogs and comments.
Submitted all assignments on-time via email/internet.
Contribute to group’s page, submitted or changed at least three things from the class website.
89-80pts
Comment on all but two of the teacher’s blog
Created four or five blogs.
Responded to two classmates blogs but only to one classmates’ comment
Submitted all assignments on-time via email
Contribute to group’s page, submitted or changed at least two things from the class’ website.
79-70pts
Comment on all but three of the teacher’s blog and left brief comments, less than a paragraph.
Created three blogs
Responded to one classmates’ blog
Submitted most assignments on-time via email
Contributed to group’s page, submitted or changed at least one thing from the class’ website.
69-60pts
Comment on only two of the teacher’s blog
Created two or one blog
Didn’t respond to classmate’s blog
Submitted fewer than two assignments and they were late
Didn’t contribute to group’s page or class’ page.
Monday, October 19, 2009
Thursday, October 15, 2009
week 7: Media Implication in the Holocaust
The holocaust would have been completely different if the media implications that Clay Shirkey’s mention had been available at that time. Electronic devices such as cell phones, digital cameras, lab tops, ipods, and camcorders allow news to travel faster and reach a global audience in only a few seconds, as was the case with the earthquake in China. Cell phones alone are compose of all these electric elements, camera, recorder, camcorder, and internet, that bring people together on a global scale and connects us to the rest of the world.
Therefore, if these electronic devices would have been available in the 1940s then historical events, such as the holocaust, could have been prevented or stopped before it escalated to the point that it did. Americans, as well as the rest of the world, would have immediately known about Hitler’s plan to kill millions of jews and could of intervene before millions of Jews were killed. People everywhere would have had access to the pictures and videos that Jews and Germans would have posted on-line. These visual images and reports would of been shown in every news channel, both nationally and globally. Websites against the holocaust would of immediately developed as well as blogs and tweets regarding the genocide of jews and the need to intervene. This eventually, would have caused Americans to demand that the U.S. government intervene in this genocide and rescue the Jews from furthering mistreatment.
Do you think Hitler would of censor the internet and cellphones so news wouldn't spread, what would Hitler have done to prevent news from spread regarding the genocide of Jews?
Therefore, if these electronic devices would have been available in the 1940s then historical events, such as the holocaust, could have been prevented or stopped before it escalated to the point that it did. Americans, as well as the rest of the world, would have immediately known about Hitler’s plan to kill millions of jews and could of intervene before millions of Jews were killed. People everywhere would have had access to the pictures and videos that Jews and Germans would have posted on-line. These visual images and reports would of been shown in every news channel, both nationally and globally. Websites against the holocaust would of immediately developed as well as blogs and tweets regarding the genocide of jews and the need to intervene. This eventually, would have caused Americans to demand that the U.S. government intervene in this genocide and rescue the Jews from furthering mistreatment.
Do you think Hitler would of censor the internet and cellphones so news wouldn't spread, what would Hitler have done to prevent news from spread regarding the genocide of Jews?
Friday, October 9, 2009
Social Networking
Michael Wesch did a fabulous job at explaining what social networking was and how it affects our lives both in the individual and global level. He definitely made me think of social networking in a different light. What I enjoyed the most about his presentation was how he used several videos to support his claims and they made his speech all the more interesting. Before watching his video, I thought of social networking as a way of communicating with people that share your same interest or simply staying in touch with family members or friends. However, this isn’t necessary true, many people network for different reasons whether it’s to express themselves or find their identity; the possibilities are endless. And whether we know it or not, were often networking with people we don’t know or don’t have nothing in common with.
Wesch also explains how the different forms of networking communities, such as YouTube and Myspace, help to create new forms of identities and self understanding for individuals. These social networks allow people to express themselves freely without any constraints on how to act or what to say. People can interact with others without fear of possible consequences (not necessary, it depends how your interacting) and reveal information or parts of themselves they wouldn’t ordinary reveal to family or close friends. Social networking also creates a deeper level of self-awareness and self-consciousness that we aren’t fully aware of on a daily bases. For example, anything we post on-line can be manipulated by others and once it’s posted it’s history because we can never recuperate the copies others have made of it, whether it’s a video, picture, or blog. Therefore, people are self-conscious of what they post on-line because their aware of the consequences that may occur. People are also more self-aware of who they are or how they want others to view them due to the possibility of seeing or hearing themselves through their own creations.
Let’s be realistic here, nobody wants to say or do something they will later regret because there will be many instances were their words and actions will be replayed for them or for others to see. Moreover, the implications for social networking are endless, especially when integrating them into the classroom. Students will be able to express themselves freely, without feeling alienated or marginalized from the rest of the class. Every student, regardless of their social status, will feel a sense of purpose and appreciation through their online community. Social networking also offers students a variety of information that can benefit them now and in the future.
How can you use social networking in your classroom?
Wesch also explains how the different forms of networking communities, such as YouTube and Myspace, help to create new forms of identities and self understanding for individuals. These social networks allow people to express themselves freely without any constraints on how to act or what to say. People can interact with others without fear of possible consequences (not necessary, it depends how your interacting) and reveal information or parts of themselves they wouldn’t ordinary reveal to family or close friends. Social networking also creates a deeper level of self-awareness and self-consciousness that we aren’t fully aware of on a daily bases. For example, anything we post on-line can be manipulated by others and once it’s posted it’s history because we can never recuperate the copies others have made of it, whether it’s a video, picture, or blog. Therefore, people are self-conscious of what they post on-line because their aware of the consequences that may occur. People are also more self-aware of who they are or how they want others to view them due to the possibility of seeing or hearing themselves through their own creations.
Let’s be realistic here, nobody wants to say or do something they will later regret because there will be many instances were their words and actions will be replayed for them or for others to see. Moreover, the implications for social networking are endless, especially when integrating them into the classroom. Students will be able to express themselves freely, without feeling alienated or marginalized from the rest of the class. Every student, regardless of their social status, will feel a sense of purpose and appreciation through their online community. Social networking also offers students a variety of information that can benefit them now and in the future.
How can you use social networking in your classroom?
Thursday, October 1, 2009
Civil Rights Movement--ITunes
The podcast I selected are mainly speeches or discussions regarding the civil rights movement. This is how I intend on using my podcast; my lesson plan will consist of the civil rights movement and the influential leaders that drastically impacted and changed the movement and society in general. For example, figures such as Dr. Martin Luther King Jr., President John F. Kennedy, and President Lyndon B. Johnson played a critical role in the development and success of the movement. The podcasts are the actual speeches given by all three men regarding their responds and reactions to the movement.
I will play Dr. Martin Luther King’s “I have a dream” speech in order to provide a more visual and audio illustration of it. Students will have the opportunity to observe how Dr. King delivered his speech in terms of his usage of words, tone of voice, and body language. This illustration maybe more significance to some students than others in terms of their learning needs. Others may prefer the podcast to reading because it may provide a better understanding of the importance of the speech.
Students will then write a reaction paper comparing both methods, reading the text and hearing and viewing the podcast, and explain why they prefer one method to the other. Some students may prefer to read Dr. King’s speech while others may prefer the podcast depending on their learning needs. Afterwards, students will make their own podcast discussing the importance of this speech towards their lives.
I will play Dr. Martin Luther King’s “I have a dream” speech in order to provide a more visual and audio illustration of it. Students will have the opportunity to observe how Dr. King delivered his speech in terms of his usage of words, tone of voice, and body language. This illustration maybe more significance to some students than others in terms of their learning needs. Others may prefer the podcast to reading because it may provide a better understanding of the importance of the speech.
Students will then write a reaction paper comparing both methods, reading the text and hearing and viewing the podcast, and explain why they prefer one method to the other. Some students may prefer to read Dr. King’s speech while others may prefer the podcast depending on their learning needs. Afterwards, students will make their own podcast discussing the importance of this speech towards their lives.
Friday, September 25, 2009
Service Learning Project
The service learning activity I selected is called Senior-Senior Prom for 11th or 12th grade students. This community service activity can be used in a variety of subjects ranging from language arts to culinary art and visual art. The activity consist of high school seniors or juniors that work together to create a prom for senior citizens at a local retirement home. Not only will students engage with senior citizens but they will conduct oral histories where they will discuss the experiences and points of views of the citizens. Through these interviews and discussions students will obtain primary sources such as pictures, letters, and diaries from the senior citizens that will help them better understand the historical events their studying in school. For example, the civil rights movement took place in the 1960s, roughly 50 years ago, many of these seniors were either teenagers or adults when it took place. Students can ask the senior citizens questions pertaining to their own experiences and perceptions of these era. For instance, did they attend a segregated school while growing up, how did they feel about the civil rights movements, did they participate in the movement, did they ever imagine there would be a black president? This will stimulate awareness of controversial issues as well as students’ curiosity and motivation. Students will obtain information that is not covered in their textbooks, limiting the authors and teachers’ biases.
In addition, students will master a variety of skills and learn additional subjects while collaborating with fellow classmates. Students will be divided into communities: decorations [art, flora;], food preparation [culinary arts, mathematics], invitation and prom program [language arts], photography [visual arts], and music and entertainment [music and drama]. Afterwards, students will write and present a reflective essay or project of what they learned about the senior citizens and history in general. Students will discuss whether their views of senior citizens and history has changed an anyway and how. They will also share their project and experiences with other members of the community, teachers, and students and post their final project on-line for others to view and comment on.
The benefits of the senior-senior prom is that it connects social studies lessons to the lives of individuals. This allows students to think and act like social studies researchers and better understand historical texts. Students will conduct interviews, essays, and projects while analyzing, collecting, critiquing, and comparing the information from their textbooks with the experiences of the senior citizens. Students will have the opportunity to sharpen their critical thinking skills and take responsibilities of their learning. Moreover, students will create their own meanings while learning through their own pace.
Possible challenges or concerns that teachers may face with this service learning project is students’ lack of participation and engagement. Students may not take this project seriously or not work productively with other students. There is always the possibility of one students doing more than others or taking charge of the entire assignment. Teachers should make it clear to students that full participation is part of their class grade or requirement such as community service. Teachers can also assign individual tasks for students while monitoring their participation and interaction with other students.
http://www.servicelearning.org/slice/index.php?simple=1&ep_action=results&option[stream][]=122&search=senior+senior+prom&option[state]=
In addition, students will master a variety of skills and learn additional subjects while collaborating with fellow classmates. Students will be divided into communities: decorations [art, flora;], food preparation [culinary arts, mathematics], invitation and prom program [language arts], photography [visual arts], and music and entertainment [music and drama]. Afterwards, students will write and present a reflective essay or project of what they learned about the senior citizens and history in general. Students will discuss whether their views of senior citizens and history has changed an anyway and how. They will also share their project and experiences with other members of the community, teachers, and students and post their final project on-line for others to view and comment on.
The benefits of the senior-senior prom is that it connects social studies lessons to the lives of individuals. This allows students to think and act like social studies researchers and better understand historical texts. Students will conduct interviews, essays, and projects while analyzing, collecting, critiquing, and comparing the information from their textbooks with the experiences of the senior citizens. Students will have the opportunity to sharpen their critical thinking skills and take responsibilities of their learning. Moreover, students will create their own meanings while learning through their own pace.
Possible challenges or concerns that teachers may face with this service learning project is students’ lack of participation and engagement. Students may not take this project seriously or not work productively with other students. There is always the possibility of one students doing more than others or taking charge of the entire assignment. Teachers should make it clear to students that full participation is part of their class grade or requirement such as community service. Teachers can also assign individual tasks for students while monitoring their participation and interaction with other students.
http://www.servicelearning.org/slice/index.php?simple=1&ep_action=results&option[stream][]=122&search=senior+senior+prom&option[state]=
Sunday, September 13, 2009
blog 3
Inquiry learning is essential to social studies because it engages students in the class curriculum and helps them better understand the material their studying. It can also be integrated in almost any other discipline such as math, science, social studies, and English. The benefit of inquiry learning is that it allows students to question the material their studying and gets them involved in the lesson plan. Megan Putnam’s chosen article, Creating Thinking and Inquiry Tasks that Reflect the Concerns and Interests of Adolescents, stresses the importance of allowing students to choose the class activity because it often increases their interest for that topic and engages them to the lesson plan. The article states that students tend to learn more when they work in small group inquiry rather than individual inquiry. Group inquiry exposes students to different points of views and they learn from their peers’ experiences and explanations.
Moreover, the article includes a variety of inquiry learning examples that teachers can integrate in their classrooms. For example, as a teacher I can let my students select a movie that deals with historical events then have them research information about that particular time period. Students will have the opportunity to research from a variety of sources such as textbooks, encyclopedias, the internet, and the movie itself. After watching the movie they will compare and contrast the information they obtained from the different sources. This will teach them how and why its important to question everything they see, hear, and read. By comparing primary, secondary, and tertiary sources, students will acknowledge the many different perspectives that people have of the same event and learn why its important to research from different sources. Students can also post what they learned on their wiki or blog and inform other students why it’s important to critic and analyze everything they come across.
The article also gives explicit examples how teachers can use real world scenarios that people come across on a daily base and turn them to educational lessons or relate them to historical events/issues. The benefit of this activity is that students can connect history or any other social studies subject to current events or their lives. For instance, if a new students, from another country or even state, arrives in your classroom you can have your students work in groups to research information about that students’ country of origin. Therefore, your pupils can better understand the cultural differences and similarities of their new classmate, instead of stereotyping him or her. In addition, students will learn more about a different country while at the same time getting to know their classmate better. Students can also recorded their class presentation on podcast or with a digital camera and show their class what they learned from that country. A class party will also be a great idea because everyone will celebrate the new student’s culture and make him or her feel welcome and appreciates in their new class. Other ways students can use technology is by posting what they learned on their class website and sharing it with other teachers and students.
What would you have done differently or how would you relate social studies to students’ everyday lives in correlation with technology?
Memory, D.M., Yoder, C.Y.,Bolinger, K.B., Warren, W.J. (2004). Creating Thinking and Inquiry Tasks that Reflect the Concerns and Interests of Adolescents. Social Studies, 95 (4), 147-154. Retrieved from Academic Search Premier (AN 14222731).
Moreover, the article includes a variety of inquiry learning examples that teachers can integrate in their classrooms. For example, as a teacher I can let my students select a movie that deals with historical events then have them research information about that particular time period. Students will have the opportunity to research from a variety of sources such as textbooks, encyclopedias, the internet, and the movie itself. After watching the movie they will compare and contrast the information they obtained from the different sources. This will teach them how and why its important to question everything they see, hear, and read. By comparing primary, secondary, and tertiary sources, students will acknowledge the many different perspectives that people have of the same event and learn why its important to research from different sources. Students can also post what they learned on their wiki or blog and inform other students why it’s important to critic and analyze everything they come across.
The article also gives explicit examples how teachers can use real world scenarios that people come across on a daily base and turn them to educational lessons or relate them to historical events/issues. The benefit of this activity is that students can connect history or any other social studies subject to current events or their lives. For instance, if a new students, from another country or even state, arrives in your classroom you can have your students work in groups to research information about that students’ country of origin. Therefore, your pupils can better understand the cultural differences and similarities of their new classmate, instead of stereotyping him or her. In addition, students will learn more about a different country while at the same time getting to know their classmate better. Students can also recorded their class presentation on podcast or with a digital camera and show their class what they learned from that country. A class party will also be a great idea because everyone will celebrate the new student’s culture and make him or her feel welcome and appreciates in their new class. Other ways students can use technology is by posting what they learned on their class website and sharing it with other teachers and students.
What would you have done differently or how would you relate social studies to students’ everyday lives in correlation with technology?
Memory, D.M., Yoder, C.Y.,Bolinger, K.B., Warren, W.J. (2004). Creating Thinking and Inquiry Tasks that Reflect the Concerns and Interests of Adolescents. Social Studies, 95 (4), 147-154. Retrieved from Academic Search Premier (AN 14222731).
Sunday, September 6, 2009
social studies blog, podcast, and wiki
The reason I chose http://civilwarsallie.wikispaces.com/ is because it’s user friendly and educational. This website allows social studies teachers to integrate technology into their classroom while at the same time engaging their students in interesting lesson plans. CivilwarSallie.com is a website about a teddy bear name Sallie Ann who was made in Gettysburg, PA. Sallie travels across the United States in search of museums or schools that are learning about the Civil War. Sallie does not only teach students about the Civil War but she also teaches them how to use technology. Sallie gets invited to several schools around the U.S. where she stays for as long as a week. The purpose of Sallie visiting different classrooms across the U.S. is to gain more knowledge about the Civil War and share it with other students.
Once Sallie arrives to your classroom students are responsible for twittering her arrival and departure. In addition, the classroom must post a blog of what they learned in class and what they taught Sallie, as well as post pictures of Sallie. This website is very engaging for students to use because they can post videos or pictures of what they learn in class, in terms of the civil war, and share it with classrooms all across the global. Moreover, students use technology by creating a twitter account, blog about what they learned in class, and post pictures of Sallie online.
I thought this website was amazing because it belongs to a 5th grade classroom in Medford, Oregon. The first web link is the class’s welcoming page which takes you to the class’s blog, wiki, and podcast. This website is a primary example how teachers can integrate technology into their classrooms, no matter what grade level they teach. If these 5th graders are learning how to use technology then what’s stopping middle and high school teachers from doing the same? Ms. Cosand is the 5th grade teacher who created this website for his class and has posted his students’ work online for others to view. The second website takes you to the class’s podcast episodes where you can hear the students talk about their classroom assignments and research. These are all interesting ideas that teachers can use in their classroom in order to engage and teach their students about technology and social studies.
http://www.dreamextreme.us/Welcome.html
http://www.dreamextreme.us/podcast/
This website illustrates meaningful ways of how teachers can integrate technology into their social studies classroom. For example, Mr. Young is a social studies teacher who uses blogging to communicate with his students. He posts all his classes’ agendas and assignments on his blog page so this students can learn how to navigator the internet and communicate on-line. Through blogging, Mr. Young’s students are becoming aware of their importance of using technology in their classrooms and homes.
Before teachers start to integrate technology into their classrooms or make a class blog they should take the time to teach their students about the pros and cons of blogging or using the internet, in general. Teachers should stress the importance to their students of not providing personal information on any websites for safety reasons. Teachers should also mention to their students the importance of using technology for educational purposes.
http://youngatvanier.blogspot.com/
Once Sallie arrives to your classroom students are responsible for twittering her arrival and departure. In addition, the classroom must post a blog of what they learned in class and what they taught Sallie, as well as post pictures of Sallie. This website is very engaging for students to use because they can post videos or pictures of what they learn in class, in terms of the civil war, and share it with classrooms all across the global. Moreover, students use technology by creating a twitter account, blog about what they learned in class, and post pictures of Sallie online.
I thought this website was amazing because it belongs to a 5th grade classroom in Medford, Oregon. The first web link is the class’s welcoming page which takes you to the class’s blog, wiki, and podcast. This website is a primary example how teachers can integrate technology into their classrooms, no matter what grade level they teach. If these 5th graders are learning how to use technology then what’s stopping middle and high school teachers from doing the same? Ms. Cosand is the 5th grade teacher who created this website for his class and has posted his students’ work online for others to view. The second website takes you to the class’s podcast episodes where you can hear the students talk about their classroom assignments and research. These are all interesting ideas that teachers can use in their classroom in order to engage and teach their students about technology and social studies.
http://www.dreamextreme.us/Welcome.html
http://www.dreamextreme.us/podcast/
This website illustrates meaningful ways of how teachers can integrate technology into their social studies classroom. For example, Mr. Young is a social studies teacher who uses blogging to communicate with his students. He posts all his classes’ agendas and assignments on his blog page so this students can learn how to navigator the internet and communicate on-line. Through blogging, Mr. Young’s students are becoming aware of their importance of using technology in their classrooms and homes.
Before teachers start to integrate technology into their classrooms or make a class blog they should take the time to teach their students about the pros and cons of blogging or using the internet, in general. Teachers should stress the importance to their students of not providing personal information on any websites for safety reasons. Teachers should also mention to their students the importance of using technology for educational purposes.
http://youngatvanier.blogspot.com/
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