Teaching Social Studies with Technology: New …iowacoresocialstudiescurriculum.pbworks.com/f/Teaching...Teaching Social Studies with Technology 11 Student Engagement and Pedagogy

Teaching Social Studies with Technology:New Research on Collaborative Approaches

.lulie Anne Taylor and Mesut DuranUniver.siry of Michigan-Dearborn

M E E T I N G T H E D E M A N D S O F T E A C H I N G in the digital age re-quires the identification of effective types of educational technology andways of encouraging its use, and that was the aim of a "PreparingTomorrow's Teachers to use Technology (PT3)" grant to the Universityof Michigan-Dearborn, from the United States Department of Education.This grant funded a four-year program involving not only public schoolteachers in the Detroit area, but also the faculty in the education andsocial sciences departments of the university. Dubbed "The MITTENProgram," it explored how the planned integration of new forms oftechnology affects instruction in social studies in elementary, middle, andhigh schools. What follows is a report on the outcomes of that project.

Between September 1,2001 and April 30,2005, a total of 257 educa-tors in all of the core academic subject areas participated in seven cohortgroups. In social studies, twenty-five full-time public school teachers,twenty-five pre-service teachers, five faculty members, and three fieldsupervisors of student teachers were involved. The data presented in thisstudy were gathered from surveys administered before and after peopleparticipated in the program, journal entries, refiections articulated inelectronic portfolios and at meetings, and technology projects. The firsthalf of the survey asked nine questions designed to measure the partici-

The Hisiory Teacher Volume 40 Number I November 2006 O Julie Anne Taylor and Mesut Duran

10 Julie Anne Taylor and Mesut Duran

pant's level of technological literacy. All thirteen of the items in thesecond half dealt with the integration of technology into teaching andlearning.' Two Likert-type scales were used, one measuring the confi-dence of participants and the other their competence (frequency of use).A t test for paired samples was conducted to compare the means for thevariables measured at the two different points in time.-

The educators participated in eight-month cycles. Taught by special-ists in instructional technology in the university's School of Education,they learned during the first four months how to use a variety of pro-grams, software, and hardware, including Hyper Studio, Inspiration,Front Page, Microsoft Excel, PowerPoint,and scanners. Workshops wereheld on digital video and photo editing using WebQuests,and KidPix.^ Inmeetings of Networked Learning Circles (NLCs) during the second halfof the program, the participants set goals for student learning in accor-dance with the state's standards for social studies.*^ They then consideredhow to meaningfully integrate technology into their lessons. The circlesmet three times to design lessons, to revise them, and finally to evaluatethe lessons after their implementation. The majority of the social studieseducators prepared history lessons. Some designed assignments in eco-nomics, civics, and geography.

Student Achievement

The positive effects which the use of computers has on student achieve-ment in history have been documented by the United States Departmentof Education. The more frequently eighth- and twelfth-grade studentsreported using CD-ROMs or the Internet for research projects, the highertheir scores were on the National Assessment of Educational Progress(NAEP) in United States history in 2001 . The students who reported thatthey used computers to write reports "to a moderate or large extent" hadhigher scores on the same test than did those students who used comput-ers for that purpose ''not at all" or to "a small extent."" The qualitativedata collected during the MITTEN project helps to explain why studentachievement in history increases when technology is used. Educatorsreported that their students had a greater interest in doing research afterexploring electronic sources. One practicing teacher wrote, "we createdfive lessons designed to excite students' interests and improve studentoutcomes. They enhanced our curriculum, and students were eager to domore online investigations and create products that refiected their newlygained understanding in a specific area of study." After completing theMITTEN program, most social studies teachers indicated on a survey thatthey were using technology more often to maximize student learning.^

Teaching Social Studies with Technology 11

Student Engagement and Pedagogy

In a survey of over 1,400 adults in the United States which wasconducted by researchers at the University of Indiana, the most commonadjective used to describe history classes in schooLs was boring.^ Therespondents recalled instructional practices which were overly focusedon the reading of textbooks and the memorization of facts.^ When askedhow connected to the pa.st a variety of activities made them feel, theyindicated that they felt the least connected to the past while studyinghistory in school.'" Their responses point to the need to move from apredominantly didactic to a constructivist approach to teaching, a shiftwhich, in effect, was called for over a decade ago by the National Councilon History Education. The MITTEN findings show that inquiry in theclassroom can be facilitated by the use of appropriate technologies. Afterthe program, there was a statistically significant increase in the reportedconfidence of social studies teachers in their abilities "to utilize technol-ogy-enriched instructional strategies in which learning is highly interac-tive and responsive to student needs."" Not surprisingly, teachers alsoreported using such strategies more frequently.'-

Several veteran teachers altered and improved existing lesson plans,making them more engaging for young students who have been raisedwith technology. One educator noted that when he first started teaching,high-tech "consisted of a typewriter, mimeograph machine, and possiblya carousel slide projector." He concluded that a research project which hehad assigned for years had been notably improved by requiring studentslo use the Internet. After completing the MITTEN program, anotherexperienced teacher stated, "...I feel rejuvenated as a veteran teacherwith fifteen years experience and plan to continue to create or borrowlessons that incorporate technology into my classroom on a regularbasis."

Most of the educators who participated in MITTEN stated that the useof technology in history lessons increased their students' motivation andinvolvement. One pre-service teacher who taught a remedial-level his-tory course noted that many of his students were initially drawn to hishistory lessons because they involved technology. When students aremotivated and excited about learning, their strategic thinking improves,according to the findings of researchers who evaluated the impact oftechnology on students in K-12 schools in Vermont.'' The use of tech-nology therefore has the potential to positively affect both achievementon standardized tests and metacognition.

According to the MITTEN teachers, cooperation and student partici-pation increased in their classrooms, not only because of the use of group

12 Juiie Anne Taylor and Mesut Duran

projects, but also because students with strong computer skills wereenlisted to assist their peers. As the research of David and Roger Johnsonof the University of Minnesota has demonstrated, cooperative learningenvironments facilitate learning and positive relationships among stu-dents.'^ After participating in the MITTEN project, social studies educa-tors indicated that they found themselves working with students moreoften to create a classroom environment in which the use of technologywas a shared responsibility.'**

The teachers also found that the assignments which incorporatedtechnology appealed to students with diverse learning styles. Such as-signments also leveled the playing field for some students with learningdisabilities. Students who could not write well were aided by the optionof typing their work and by word processing tools such as the spell check.In a narrative of her project, one teacher wrote, "We acknowledge thatstudents leam in different ways so through these strategies, we were ableto meet the needs..."

Activities and Projects

The types of projects which were created by the MITTEN teacherswere determined in part by the availability of software, equipment, andtechnical support at their school sites. At the start of each cycle, theMITTEN participants evaluated the resources at their schools using theSchool Technology and Readiness (STaR) charts developed by the CEOForum on Education and Technology. Computer resources varied signifi-cantly between schools and districts. Although the funding of schools inMichigan is not derived from property taxes, discrepancies in technologi-cal and other resources between low- and high-income school districtsexist. All of the schools which participated in the project had computerlabs or media centers, but schools located within affluent communitiesoften had better equipment and software. The rate at which schools in theDetroit metropolitan area have incorporated technology has dependednot oniy on the availability of funds, but also on the individual initiativeof teachers and administrators. In making training in the latest technologyaccessible to educators, the MITTEN project was a catalyst for its in-creased use. Educators were inspired to pursue the acquisition of equip-ment and software. A number of teachers applied for small grants in orderto purchase digital cameras and LCD projectors for their classrooms.

A wide variety of projects were designed. For example, for a unit onthe 1920s in a United States history course, students created newspapersin the muckraking style using Publisher. In the same course, they foundphotographs online of trench warfare during World War 1, and then they

Teaching Social Studies with Technology 13

used the photograph analysis worksheets available from the NationalArchives to evaluate the pictures. They also completed a WebQuest onimperialism. In a world history course, students at another school con-structed their own web pages on Ancient Greece.

In addition to using multimedia themselves, including video stream-ing, a number of educators required their students to create and presentPowerPoint presentations on a variety of topics. After completing theMITTEN program, most teachers reported an increased level of confi-dence in their ability to "develop and help students develop skills increating multimedia presentations and products that support engagedlearning.""' They also indicated in the post-project survey that they weredeveloping and encouraging the development of such products moreoften in their classes."

Through the Internet, access to the primary sources of archives andinstitutions has increased enormously. The use of primary sources in instruc-tion has been correlated with student achievement on the NAEP in UnitedStates history. On the NAEP in 2(X)1. the eighth-grade students of teacherswho used primary sources in class once or twice per week outperformed theirpeers whose teachers used them less often."* The voices and images of thepast which students experience using primary sources bring history alive. Asthe MITTEN teachers became more knowledgeable about and proficient intheir use of electronic resources, many of them enriched their history lessonsby incorporating the many pictures, documents, maps, and other primarysource materials which are available online. They also encouraged theirstudents to find and aniiJyze electronic sources for reports and projects. Afterconcluding their participation in the MITTEN program, educators reportedthat they were helping students to become skilled in using search tools morefrequently.'' Reflecting on the effects which the integration of technologyhad had on her students' study of the Russian Revolution, one high schoolteacher wrote.

Students were exposed to a variety of primary sources they would neverhave experienced without the use of technology...students investigatedthe lives of Nicholas Romanov II and his family along with causes andeffects of the Russian Revolution. They were exposed to actual photo-graphs and documents of the era. and several students were so intriguedthey continued their investigations at home. Now. that is independentlearning going above and beyond what is expected of the required class-room assignments!

This is only one example showing how the vast selection of historicphotographs and images available on the Internet also made the creationof unique student projects like "museum exhibits" possible. Some stu-

14 Julie Anne Taylor and Mesut Duran

dents benefited from going on virtual field trips to Colonial Williamsburgand other sites. Using Inspiration, they created concept maps and graphicrepresentations of hierarchical systems.

While designing their lessons at Networked Learning Circle (NCL)meetings, teacbers exchanged the addresses of useful web sites, such as<http://www.unitedstreaming.com> that allows educators access to vid-eos of historic speeches and events. To facilitate the creation of rubrics,many teachers recommended <http://rubistar.4teachers.org>. Using <http://blackboard.com>, several educators set up online discussion boards fortheir students. The NLC meetings also provided teachers with the oppor-tunity to share strategies on classroom management within computerlaboratories. One teacher suggested giving green, yellow, and red papersor cups to students with which they could indicate the urgency of theirneed for assistance with their assignments.

All of the lessons designed by the MITTEN educators were showcasedat the end of each cycle.'" At the showcases, people from different fieldspresented to one another in small groups. Since the cycles in the MIT-TEN program were designed to overlap, newcomers to the program werealso in attendance. The exchange of ideas between the participants led toa greater understanding of how technology can and is impacting educa-tion at all grade levels and in all subject areas. The richness of theexchanges inspired the directors of the MITTEN program to make thedevelopment of interdisciplinary instmctional materials the focus of thefinal cycle in 2004-05.

Problems and Challenges

"If I had to pick out something that I would do differently, I wouldteach the students about plagiarism right away," said one pre-serviceteacher. Not surprisingly, plagiarism by students was one of the primarychallenges faced by teachers in the MITTEN project. The use of elec-tronic technologies has facilitated plagiarism by students at all levels.The teachers responded by giving lessons on how to cite electronicsources. In related lessons on conducting research online, they taughtstudents how to evaluate the authority and reliability of different types ofweb sites. Many used Kathy Schrock's guides for evaluating web sites.-'

A common obstacle to the implementation of lessons involving tech-nology was the absence of computers in the homes of some students ineach class. Teachers found that they had to give assignments which couldbe reasonably completed at the school site, either during class time orafter school. Teachers also noted that they needed to have back-up lessonplans because the servers at their schools occasionally crashed.

Teaching Social Studies with Technology 13

Understanding Social and Ethical Issues

In addition to attending skill-building workshops and NLC meetings,the educators who were involved in the MITTEN project benefited fromthe expertise of specialists in the field of educational technology whospoke at seminars sponsored by the program. During each cycle, semi-nars were held on topics such as plagiarism, the digital divide, andassistive technology. The seminars raised the awareness of social andethical issues among educators. After completing the MITTEN program,there is some indication that educators were more aware of the "contro-versial aspects of technology" and the ethical issues regarding its use. ^In an electronic portfolio, one student teacher wrote.

During the MITTEN project. I took the utmost care in teaching andmodeling ethical and legal practices in the use of technology. I discussedopenly with students issues such as plagiarism. copyright, and exploitationthrough the Internet via pornography, gambling, and so forth. 1 alsodiscussed with students that the Internet is a public forum where freedomcomes along with great responsibility.

Assessments and Accountability

With the increased emphasis on accountability and standardized test-ing today, it is not surprising that teachers explored computer-basedassessment tools. Although No Child Left Behind does not call for testingin social studies, students in the state of Michigan are tested in the subjectin elementary, middle, and high school. The participants in the MITTENprogram found that technology lends itself well to diverse types ofassessment. Web sites like http://school.discovery.com allow educatorsto create online quizzes and review questions in formats which modelthose of standardized tests. Students may respond to the questions eitherin class or after school. The tool allows teachers to decide whether or notstudents may view the correct answers to a quiz once they have com-pleted it. As shown, technology also offers the possibility of creatingmany types of authentic assessments with real-life applications.

University-Level Methods Courses

While most students in teacher education programs today do learn howto use various programs and types of software in educational technologycourses, they are often unclear as to how to integrate the technology intheir specific disciplines. Technology integration in methods courses istherefore vital. As a result of their involvement in the MITTEN program.

16 Julie Anne Taylor and Mesut Duran

the methods professors at the University of Michigan-Dearborn revisedtheir syllabi in order to include additional lessons on applying technol-ogy. In both elementary and secondary social studies methods. Geo-graphic Information Systems (GIS). a mapping tool, and Timeliner 5.0were introduced. The field supervisors of student teachers began requir-ing students to give at least one lesson which incorporates technology.Mentoring with respect to the use of technology also increased among thefaculty in the School of Education. Social studies and science methodsprofessors began exploring together the applications of GIS, and theybegan sharing information about conferences and workshops on tech-nologies with interdisciplinary applications.

Conclusions

During each year of the MITTEN program, the University of Michi-gan-Dearborn had the highest number of recipients of awards from theConsortium for Outstanding Achievement in Teaching with Technology(COATT) in the stale of Michigan. Eight awards were given to studentteachers in the field of social studies. Fundamental to MITTEN's successas a program were its provision for training in emerging technologies foreducators and its facilitation of collaboration between people in differentfields. The program provided educators with the opportunity to shareresources and learn together. The planned integration of technologypositively affected student learning in K-12 classrooms by increasing thelevel of student interest. The use of electronic resources also improvedthe quality of the research conducted by both students and teachers. Aftercompleting the program, educators reported that they felt better able touse technology to enhance teaching and research.^' The findings ofresearch on the MITTEN project show that collaborative approaches toteaching social studies with technology can produce optimal results.

Notes

1. For the MTTTEN Technology Survey, see the appendix to this article.2. Incompieie data sets were analyzed separately.3. Eor a list of the MITTEN workshops held in 2004. see http://

www.umd.umich.edu/niitten/workshops.htni.4. Cf. John Goodlad's tripanlie collaboration model: "Figure 1.2: Major Collabo-

rators in a Center of Pedagogy." Educational Renewal: Better Teachers. Better SchoolstSan Erancisco: Jossey-Bass, 1994) 9.

Teaching Social Studies with Technology 17

5. "Percentage of students and average U.S. history scale scores by students'reports on use of computers in the classroom, grades 8 and 12," National Center forEducation Slalisiics. 20() 1. Retrieved from http://nces.ed.gov/nationsreportcanl/usliistory/results/computenjse.a.sp.

6. "Percentage of students and average U.S. history scale scores by students"reports on use of computers in the classroom, grades 8 and 12," National Center forEducation Statistics. 2001. Retrieved from http://nces.ed.gov/nationsrepor1card/ushistory/resultsycomputeruse .asp.

7. MITTEN Technology Survey, part 11, question 12 (use).8. Roy Rosenzweig, "How Americans Use and Think about the Past," Knowing,

Teaching & Learning History (NY: NYU Press. 2000) 273.276.9. Ro.senzweig, 275.10. Rosenzweig. 265.11. MITTEN Technology Survey, part II, question 7 (comfort). ,12. MITTEN Technology Survey, part II. question 7 (use).13. Lorraine Sherry, et al.. "Assessing the Impact of Instructional Technology on

Student Achievement." TJi.E. Journal 28:7 (2(K)1) 42.14. David W. Johnson and Roger T. Johnson, Learning Together and Alone:

Cooperative. Competitive, andlndividualisticLearning.5'*' ed. (Boston: Allyn & Bacon,1998)202-207.

15. MITTEN Technology Survey, part 11, question 9 (use).16. Mil I EN Technology Survey, part II, question 5 (comfort).17. MITTEN Technology Survey, part II, question 5 (use).18. "Percentage of students and average U.S. history seale scores by teachers'

reports on how often students use primary historical documents, grade 8," NationalCenter for Education Statistics, 2001. Retrieved from http://nces.ed.gov/nationsreportcard/ushi story/res utts/usedocuments.asp.

19. MITTEN Technology Survey, part 0. question 4 (use).20. The projects may be viewed on the MITTEN web site: http://

www.umd.umich.edu/miiten/bysubject.htmSSS.21. Kathy Schrock. "The ABC's of Web Site Evaluation." Kathy Schrock's Guide

for Educators. Retrieved from http://schcx)I.discovery.com/schrockguide/pdf/weval.pdf.22. MITTEN Technology Survey, part I, question 9 (comfort).23. MITTEN Technology Survey, part II, question 11 (comfort).

18 Julie Anne Taylor and Mesut Duran

Appendix I:Lesson Materials

;. Lesson plan on the use of Publisher software in the creation of newspapers in themuckraking styleA, This lesson plan was created by Anthony DeMarco, teacher, and Joseph Motowski,

student teacher, at Churchill High School in Livonia. Michigan, For an electroniccopy of the lesson plan, please see: <http://www.umd.umich.edu/mitten/ademarco/exhibits/newsies.html>.

CljurtljiU l^iglj

Return to tixhibirs

Lesson PlanProgressive Newspapers

Subject: U.S History Date to be Taughi: 11/11.13.15,18

Objective: Students will be able to write a newspaper in the muckraking style and tliestudents will also work in groups to improve their social skills.

Michigan Cuniculum Standards:

Standard 1,3 Analyzing and Interpreting the PastAll students will reconstruct Ihe past by comparing interpretations written by others froma variciy of perspectives and creaiing narratives from evidence.

Standard SOC.11,1 Diversity of People. Places, and CulturesAll students will describe, compare, and explain the locations and characteristics ofplaces, cultures, and settlements.

Benchmark SCXT, V. I .HS. 1 Locate information pertaining to a specific social sciencetopic in-depth using a variety of sources and electronic technologies.

ISTL Nl-.TS Student Standards:7. Routinely and efficiently use online information resources to meet needs forcollaboration, research, publications, communications, and productivity.

10, Collaboraic with peers, expens. and others to contrihiitc to a content-relatedknowledge base by using technology lo compile. synthesi?c, produce, unddisseminate information, models, and other creative works. (4. 5, f>)

Openn*: I will review the muckraking section of the hook and explain that the Journalistswrote aboul reform issues during the Progressive Era,

Teaching Social Studies with Technology 19

B. The handout which was given to students for the above lesson plan can be found at:<http://www.umd.umich.edu/mitten/ademarco/exhibits/newshand.htmi>.

l^mston Cl)urcf)in

Reium to Kxhibits

Student HandoutProgressive Era Newspapers

You will have 4 days to create a short newspaper written in the style of Progressive Era"Muckrakcrs". You will be workitig in groups of 3 or 4. You wiJl be writing on topics ofthe Progressive tim, or you may choost to write about current issues in the muckrakingstyle. You will have 4 days in the computer lab to complete this project. You will mostlikely have to use oui-of-schooi time (o Tinish ihe project by the due date.

You will need lo include the following iiems in your newspaper:• 4 articles focusing on issues relaied lo Progressivism - corruption, moral issues, socialissues, etc.• I anicle written as a "bio" piece on an imponani figure of ihe Progressive Era• 1 editorial cs.>iay written on ati appropriate Progressive topic• il'your group lias 4 members, you will need to include 1 additional "bio" article and 1additional editorial or is>iuc article• you will tieed to create a name and format for your paper (the format must beconsistent throughout your paper font, spacing, etc.)• include at least I photo, chart or diagram for each article

You should make you paper as neat and professional as possible.You will be graded on your portion of (he newspaper, however a portion of theprofessionalism grade will rcliect the whole group's wotic.

The paper is DUE Wedanday, November 20 at the beginnitig of the hour.Grading:content 25neatness 20creativity 15professionalism 20Total 80

Top

20 Julie Anne Taylor and Mesut Duran

C. A sample of a student's work can be found at: <http.7/www.unid.umich.edu/miiien/ademarco/exhibits/newspage,html>.

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Teaching Social Studies with Technology 21

2. Lesson plan for a unit on Colonial America using Kidspiration by David Bates,teacher, and Vivian Gniewek, student teacher, at Long Elementary School in Dearborn,MichiganA. For electronic copies of the lesson plan and handout, please see the following two

links: <http://www.umd.umich.edu/mitIen/vgniewek/documents/MLesson4Kidspiration.pdf> and <http://www.umd.umich.eduymitten/vgniewek/documents/Orginfo.pdf>.

Colonial America Sodal Studies Research ProjectLenon4

Subject: Social Sludies

OBJECTIVES:The students will use Kidspiration^ sothvarc in order lo oi^nlzc and outline t\h orher research inforniatLan.

STANDARDS AND BENCHMARKS:NETS for Students:

1. itasic opcrnlionii iind cim^cplsScudcnts are profiuiem in ihe use oruchnology.

2. Social, ethical and human issuesSludenls praclicc responsible use of technology systems, informaiion andsoflivarc.

3. Technology productivity luolsStudcnli use technology loolx to enhance learning, inca'asc: produclivilyand promote creativity.Students use pnxluctivity tools to collotxtrate in cotistructiitg technology-enhanced models, preparing publications and producing other creativeworics.

Michican Social Studifi Standards and Benchmarks:Inquiry C'nnt«nl Standard I: All Mudents will acquire intbntiatioo from books, maps,ncwspitpcni. dnia svis and olher sources, organize and present thu information in maps,graphs, cliaris and timelines, interpret the meaning anJ significanci" of information anduse a variety iif clcttronif techno I iigies to assist in accessing and managing infonnation.

Later Elementari Benchmark I; Locate infonnalidn about local, stale andnational a>mmunities using a variety of truditioiiat sources, electronictechniili^ies and direct observation.

MATERIALS-Sttidcnt Resource Sheet: Qr^anigc your Infarniation("omputers w ith Kidspiration software for each student groupToucher computer station and projector to Bssisl and demiinstnitc when necesMry

PROCEDURE:I. When the students consider the information they gathered is sulTicient they are ready to

move lo the next phase i>f the project. As the studtnLs work in grnvrps. the leathercirculates and Msisis where needed, This is also an eiceilcnt time tor small groupconferences. The teacher may suggest that further research is necesiary or confirtn ihatthe group is ready for cicatitig a web tir outitne.

22 Julie Anne Taylor and Mesut Duran

2, When the studetits go to the computer tab. instruct them to log in, go to the dock andseletl Ihe Kidspiration software. Because the siutlents have prior experience using thesoftware, this phasi; may be completed in a shorter time frame.

3 Once the) itave selected and opened ihe surtware p r o ^ m have sttidents scktt the newdiKumcnl icon. The main idea of the projeci wi l l be [>-ped in the center of the web.

4. When Ihe students are adding information iti the Kidspiration bubbles, I suggest thai iheywait to cutinect or link the information until nil ot'the diitu is enterttj. I have alsoexplained to the students that they have completed the typing and the linking they may, i fthey have additional time, work on fonnatting the weh hy adding color, changing thebubbles or additig pictures. 1 have discnvcrvd that i f ihej start lormatling right away, theydo n»t have ctiougli titne to complete the assignntetil. Iliis olVcrs ihe studetits who finishearly an opportunity to e^tplore [he sofhvare and make changes.

5, As ihe students are working the teacher circulates and assists as needed. Adding linksbetween the infortnation ciHen poses \\K most difficulty.

b, Forstudettiswhohavecompleted the ucb early, this is an excelleni time for mini lessonson formatting. It provides the opportunity for small group instruction w^iile the rest of thestudents are working on etitering information.

7. When the students have completed the web, they will need to print one fm each groupmcnibtr. Although they have completed the webs t<^ether, each stiidcnt wi l l need a copyforthe uTit ing aspect of the project.

8. Aller the webs are printed, instruct the students to click on the writing icon in the toolbar.Explaiti that thU Uwksiikean index card. When tliey do they wil l see timt the informationthey entered and litiked becomes an outline diat they will use for a writing assignment.

9. Instruct t i l t sitidciits to print an outline for each group member as well.10. The students arc now ready to proceed to the planning phase of the PowerPoint sli ik

show.

ASSESSMENT OF OBJECTIVES/EVALUATIONThe teacher will be able to assess the students' prortcimcy witb the Kidspiration software byreviewing the completed web and outline.It is also possible to assctis liy observing and conferencing while the students complete theindependentpractice.

Organize yuur Inrormation.

Tarn Uonbon

Thit pan te dne:,.(Niatt

Nam:.

Name:

Before yon try lo complete Ihis page thitik about these qnetttloiu:

I Huso you invcniaaitd enituBh 111 pw yxiut mfofnuiiion into your own wonh?2. L'uuld you icl) someone Lnlivmniiim iNxn your lopic?i. Hnvc you tiiHvtrnl your iiunliowi Do jDU rciilK know •cvcial nr"- afwJ inicrcslmg Ihiniis alunii yuui li>p'c''

If you ifuwered nn lo any nf these qu«itlons. It't not time for you tii or£anixeyour infonnBtlon yet, keep readiug and rcMarrhiiic abuat your topk nnlil yoacan uy yn «iih cunfidcncc tu each nf ttieK ijue itlcmn.

Ogi:c>'Ds h»« iBlliered infbnuliiHi, grgaaiiF yanr tnturmiiikiii

I. RcKlfl[Iofyouriwtctftom>iJurfiict-fmdiiH(»hc«ti.

2 Dqam/ethcinrirniution inlo ciilcgiirlcs

3. CnMiKidtfHruxmWcbind.iullinc

a. tKhgrcHipcmln a web and outline using iti ofihc mfomuni

b. Your wd» and oullmtik thouliltK Ibc^mc ha:ux yiniilid lh< nrtuirch lufjuilH

c You will work tognhcr io crcaic [he u'ch und ouiliiw but everyone inusi bt\'t a

odpy iir[hc web Tor (hi.- wrtlingfianimnf Lhcpnij' '-

Teaching Social Studies with Technology 23

Appendix II: 'Mitten Technology Survey

I. Technology Literacy

Each question requires two answers. First, indicate how you feet about the technologycompielency in question. To what degree is this competency within your "comfort zone"?Please use the following scale of 1-5:

1 = very anxious or even afraid of2 = reluctant3 = ambivalent4 = comfortable5 = eager

Secondly, indicate the frequency or degree to which you employ or use or do thiscompetency or tool or task. Please use the following scale of 1-5:

1 = never2 = seldom or monthly3 = occasionally or weekly4 = often5 = daily

1. Use computer for the "ordinary" purposes: word processing; opening, modifying,printing documents; record keeping.

How do you feel, to what degree is this competency in your comfort zone (1 -5)?With v^hal frequency do you da this, or employ this competency (1-5)?

2. Use computer and appropriate software to use or create databases and spreadsheets.How do you feel, to what degree is this competency in your comfort zone (1-5)?With wh-di frequency do you do this, or employ this competency (1-5)7

3. Use computer for the most "common" purposes of connectivity: sending and receivinge-mail including attachments; using URL's and search engines on the intemet; retrieving,saving and using electronic infonnation.

How do you feel, to what degree is this competency in your comfort zone (1 -5)?With whdi frequency do you do this, or employ this competency (1-5)?

4. Create multimedia presentations including sound, graphics, or animations in an appli-cation such as Appleworks, HyperStudio. PowerPoint, KidPix. Avid Cinema.

How do you/fe/, to what degree is thiscompetency in your comfort zone (1-5)?With what/re(/ue/ic^ do you do this, or employ thiscompetency (1-5)?

5. Use more "advanced" computer functions such as chat rooms; QuickTime movies;video input, manipulation and output; large-group presentations connecting computer andprojection devices.

How do you feel, to what degree is this competency in your comfort zone (1 -5)?With wha{ frequency do you do this, or employ this competency (I -5)7

6. Use graphics to create professional looking documents, newsletters, publications;these might include such programs as PrintShop or Corel Draw, clip art from disks or the

1

24 Julie Anne Taylor and Mesut Duran

Internet, or the use of a scanner or digital camera.How do you feel, to what degree is this competency in your comfort zone (1-5)?With whal frequency do you do this, or employ this competency (1-5)?.

7. Create and modify a personal or professional web page.How do you/i?e/, to what degree is this competency in your comfort zone (1-5)?With whal frequency do you do this, or employ this competency (1-5)?

8. Employ technology in assessment (e.g. electronic portfolios or grade books)How do you feel, to what degree is this competency in your comfort zone (I -5)?With whdl frequency do you do this, or employ this competency (1-5)?

9. I am aware of controversial aspects of technology use including data privacy, equi-table access, free speech issues; understand ethical use issues and know the differencesamong freeware, shareware and commercial software; understand university or schooldistrict'.s policies related to these issues.

How do you/ee/, to what degree is this competency in your comfort zone (1-5)?With wh^i frequency do you do this, or employ this competency (I -5)?

!I. Integration of Technology into Teaching and Learning

1. Help students to operate a variety of hardware tools (e.g., computers. LCD projector,scanner).

How do you feel Ao what degree is this competency in yourcomfort zone (1-5)?With w]vdl frequency do you do this, or employ this competency (1 -5)?

2. Help students use video hardware and software in engaging and constructive waysraiher than for passive viewing.

How do you/«?e/, lo what degree is this competency in your comfort zone (1-5)?With whdi frequency do you do this, or employ this competency (1-5)?

3. Help students use sophisticated and content specific applications as well as developtheir abilities to leam applications outside of formal training.

How do you feel, to what degree is this competency in your comfort zone (I -5)?With what frequency do you do this, or employ this competency (1 -5)7

4. Help students become proficient in using search tools and evaluating and using resultsof searches.

Howdoyou/eW, to what degree is this competency in your comfort zone (1-5)7With what frequency do you do this, or employ this competency (1-5)7

.S. Develop and help students develop skills in creating multimedia presentations andproducts that support engaged learning.

Howdoyou/ce/, to what degree is Ihis compietency in yourcomfort zone (1-5)?With what frequency do you do this, or employ this competency (1-5)7

6. Help students become skilled at developing technology-enriched learning activitiesthai are authentic, multidisciplinary, and connected to district, state, and national stan-dards.

How do you/fW, to what degree is this competency in your comfort zone (1-5)?

Teaching Social Studies with Technology 25

With v/hal frequency do you do this, or employ this competency (1-5)?

7. Help students to utilize technology-enriched instructional strategies in which learningis highly interactive and responsive to student needs.

How do you feel, to what degree is this competency in your comfort zone (1 -5)7With what frequency do you do this, or employ this competency (1-5)?

8. Help students use technology to support authentic, performance-based, ongoing as-sessment including portfolios.

How do you feel, to what degree is this competency in your comfort zone (1 -5)7With vjhdi frequency do you do this, or employ this competency (1-5)7

9. Help students understand how to create a classroom environment in which technologyis a shared responsibility between teachers and students, and where its use is transparentand in need of limited teacher direction.

How do you feel, to what degree is this competency in your comfort zone (1-5)7With what frequency do you do this, or employ this competency (1-5)?

10.Use tailored (to the individual or to small groups) editable learning modules (interac-tive electronic tutorials to teach specific lessons or material to specific students or groupsof students).

How do you feel, to what degree is this competency in your comfort zone (I -5)7With what frequency do you do this, or employ this competency (1-5)7

11 .Generally understand and use technology to enhance teaching and research.Howdoyou/eff, to what degree is thiscompetency in your comfort zone (I-5)?With vjhai frequency do you dothis.orempU)y thiscompetency (1-5)7

12.Generally understand and use technology to maximize student learning.Howdoyou/eW, [o whut degree is this competency in your comfort zone (1-5)7With whai frequency do you do this, or employ thiscompetency (1-5)7

I3.Mentorprofessional colleagues in using technology to improve teaching and learning.How do you feel, to what degree is this competency in your comfort zone (I -5)7With what frequency do you do this, or employ this competency (1-5)7