Date post: | 28-Dec-2015 |
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Using Digital Media to Promote Literacy, Inquiry, and Civic
Engagement
Gayle ThiemanKjerstin BrintonGeoff Stuckart
Marrla WilkinsonJeff Fuller
Nick Verbon
Portland State University Graduate Teacher Education Program
• Four term cohort-based graduate program• Teacher presenters learned: – to use digital tools in two instructional technology
courses– to teach with authentic instruction in two social
studies methods classes
Characteristics of Digital Citizenship
• Responsible citizens are informed; they are able to access, research, manage, evaluate, and use information
Characteristics of Digital Citizenship
• Informed citizens understand complex public issues and diverse perspectives
• Competent citizens think critically and creatively and evaluate and make informed decisions
•
Characteristics of Digital Citizenship
• Effective citizens communicate with diverse audiences
• Committed citizens work collaboratively to solve problems
Immigration Simulation: Web-Quest
• Guided 8th grade students through an immigration simulation
• Students created their own stories of immigration based on their research & class discussions
• Taught empathy and analysis of immigration trends and patterns
• http://www.zunal.com/webquest.php?w=75909
Immigration Simulation: Google Docs
• Students used Google Docs to write, collaborate and edit
• Wrote persuasive letter to member of US Congress re: Dream Act
• Considered: What does it mean to be an American immigrant?
Bill of Rights Virtual Ranking Tool
• Virtual Ranking Tool (free Intel software) enabled students to collaborate in groups
• Students discussed, ranked, compared, and commented on the importance of each of the first 10 amendments
• http://www.intel.com/about/corporateresponsibility/education/k12/tools.htm
Quest for Equality: WebQuest and Survey Monkey
• AP U.S. History class researched the evolution and perception of civil rights from the 1930s to the present.
• Students used Survey Monkey to vote on and select the best group presentations which were shared with other students studying for the AP exam.
• http://zunal.com/webquest.php?user=38073
Student Created Websites
• Students incorporated higher-level skills in technology and in-depth attention to social issues by creating a website to show their learning
Holocaust Websites
• https://sites.google.com/site/insideauschwitz/• https://sites.google.com/site/eliewieselinfo/h
ome• https://sites.google.com/site/holocaustmedic
alexperiments/• https://sites.google.com/site/holocaustresista
ncethe/home
Social Justice and Civil Rights
• Students examined links and lessons from the American Civil Rights Movement to social justice issues of today
• Students chose 10 issues that formed basis for this webquest
• http://zunal.com/webquest.php?user=23987
Google Docs/Presentations
• Collaborative, online medium to share ideas, synthesize information, organize work into one cohesive resource
• Teaches 21st century technology and work-related skills
• Teacher creates presentation, document, or spreadsheet in Google Drive and shares with public or students
• Teacher can monitor individual student work by requiring log-in
Student Created Video Lectures
• Economics: Principle of Elasticity
• http://www.youtube.com/watch?v=T7uy4YTg3sM&feature=youtu.be
• http://youtu.be/RRJkPzV9Z3Q
Benefits of and Challenges to a BYOD Classroom
• Students use technology to consume and produce information
• Requires flexibility in how students present information, time and freedom to explore
• Students may not focus on what is happening beyond their device
• Need to foster good collaborative and social skills
• Teach appropriate audience behavior