Chapter 12: Teaching and learning with tech in Social studies

Ten Themes form the framework for the social studies standards:

1. Culture: typically occurs in units and courses dealing with geography, history, sociology, and anthropology
2. Time, continuity, and change: typically appears in courses in history and others that draw on historical knowledge and habits
3. people places and environments: typically appears in units and courses dealing with area studies and geography
4. individual development and identity: typically appears in units and courses dealing with psychology and anthropology
5. Individuals, groups, and institutions: typically appears in units and courses dealing with sociology, anthropology, psychology, political science, and history
6. Power, authority, and governance: typically appears in units and courses dealing with government, politics, political science, history and law
7. production, distribution, and consumption: typically appears in units and courses dealing with economic concepts and issues
8. science, technology and society: draws on natural and physical sciences, social studies, and the humanities.  appears in a variety of social studies courses, including history, geography, economics, civics, and government
9. Global connections: tyically appears in units and courses dealing with geography, culture, and economics, but may also draw on the natural and physical sciences and the humanities.
10. Civic ideals and practices: typically appears in units or courses dealing with history, political science, and cultural anthropology and fields such as global studies, law-related education, and the humanities.

Technology integration strategies: 

• these stratgeies support both traditional, directed approaches to teaching social studies topics as well as constructivist uses of technology.
• depending on the goal, teachers need to identify and use the appropraite tech. to support content

Simulated Problem Solving environements: see Table 12.1 for examples

• simulations help make concepts clear and meaningful
• help develop problem solving skills

Information Visualization: see table 12.2 for examples

• information design and uses pictures symbols, colors, and words o communicate ideas, illustrate info, or express relationships visually
• allow students to understand time sequences, track change over time, and represent complex data in ways that can be understood.

Virtual Field Trips: see table 12.3 for examples

• provide students opportunity to construct knowledge actively
• when integrated can be among most valuable and effective models of teaching history
• offer budget friendly opportunities
• winning field trip elements
• need to have connection to curriculum 
• teachers need to work with site personell to enhance learning
• teachers need to prepare students on field trip before they "go"

Adventure Learning: see table 12.4 for examples

• hybrid distance education approach
• for example, students follow along virtually as students and educators actually explore the world
• these projects promote communication, encourage reflection, & provide a wealth of info

Digital Storytelling: see table 12.5 for examples

• process of using images and audio to tell stories of lives, events, or eras
• use of digital projects in social studies can accomplish many purposes pg. 340

Chapter 9: Teaching and Learning with Tech. in ELA

www.wordle.net: create a word cloud.  helps build vocab skills and supports writing instruction.

Incorporating tech. into ELA benefits:

• diverse learners
• motivation of students to read and write

Table 9.1: Summary of Technology integration Strategies for ELA

• See page 273 for table

Support for writing instruction:

• Concept mapping software:
• kidspiration for grades k-3
• inspiration for grades 4 and up

Chapter 8: Developing and using web-based learning activities

What questions should I ask when trying to decide to do an online project?

1. What is the curriculum related purpose of the activity?
2. Does the internet enhance the activity?
3. How will students use online resources as apposed to just locating them?
4. Do students have the necessary info analysis/info synthesis skills, or am I including them in the instructions?
5. Do I have the necessary time and support for the activity?

Criteria for evaluating web pages and website design:

• Good structure and organization
• clear text and/or graphic links
• good visual design
• easy navigation

Rubric for evaluating students creating their own websites: Kathy Schrock's guide for educators

Rubric for assessing students on website creation 

Chapter 7: Distance Learning and Role of the Internet

Potential Problems with the Internet:

1.  accessing sites with inappropriate materials

2.  safety and privacy issues for students

•        online predators
• sales pitches aimed at children
• privacy issues
• cyberbullying

3.  fraud on the internet

4.  Computer viruses and hacking

• email attachments with viruses
• downloaded files and programs with viruses

5.  Copyright and plagiarism issues

 Types of search engines:

major search engines

• Google
• Yahoo!
• Bing

metacrawlers: use more than one search engine at the same time to locate things

• Dog pile
• vivisimo
• kartoo
• mamma

Using the Internet to Communicate:

teach with twitter: top ten ways

1. Twit board: Notify students of changes to course content, schedules, venues or other important info.
2. "summing up": ask students to read an article or chapter and then post brief summary or key points.
3. "twit links" share a hyperlink to useful site they have found
4. "twitter stalking" follow a famous person, like president, and document their progress
5. Time tweet: choose a famous person from the past and create a Twitter account for them; choose an image and write regular tweets as this person might have
6. Micro meet: hold discussions involving all subscribing students
7. Micro Write: progressive collaborative writing on twitter
8. Lingua tweeta: good for modern language learning
9. tweming: start off a meme(idea); agree on a common hash tag
10. twitter pals: find a twitter penpal.  good for learning about people from other cultures 

Bulletin Boards: are sometimes known as "threaded discussions" and are very common in educational content management systems such as blackboard and Moodle.

Blogs: a web page that serves as a publicly accessible location for discussing a topic or issue.

Wikis: integration strategies: document research projects, build collaborative bibliographies, design online courses by using it as a content management system, provide a reflective tool for teachers and students in any learning experience