TECHNOLOGY IN SOCIAL STUDIES

IDT 285Spotlight Presentation

Presented By: Stacia Moyes, Jessica Lambrecht, Shanna Herr, Sierra Diller and Cole

Wallace

IMPORTANT CONCEPTS-TPACK IN SOCIAL STUDIES: Three Knowledge Domains that work

together:

Content

PedagogyTechnology

IMPORTANT CONCEPTS-TECHNOLOGY INTEGRATION STRATEGIES:

Simulated Problem-Solving Environments

Graphic Representations Virtual Field Trips Adventure Learning

Hybrid distance education approach that provides students with opportunities to explore real world issues through authentic learning experiences with collaborative learning environments (Robyler and Doering).

IMPORTANT CONCEPTS-TECHNOLOGY INTEGRATION STRATEGIES: Digital Storytelling Digital Information Critiques Electronic Research GIS/GPS Lessons Practice of Factual Information

Traditional integration strategy using drill and practice methods through various software programs.

IMPORTANT CONCEPTS-DILEMMAS IN TEACHING SOCIAL STUDIES:• Social Studies themes and topics are not

usually among those included in statewide assessments causing social studies areas to often be placed on the “back burner”

• School resources such, as technology materials, tend to be directed toward other content areas.

IMPORTANT CONCEPTS-DILEMMAS IN TEACHING SOCIAL STUDIES • Schools have difficulty teaching social

studies meaningfully due to the amount of content and de-emphasis on social studies topics.

• Cost is another issue, as social studies teachers have to make the case that the expense of these resources is worthwhile due to increased achievement or other benefits.

TECHNOLOGICAL DEVICES:Scanners: used to integrate old pictures into

presentations like Microsoft Word or Microsoft PowerPoint.

Video Cameras: used to record presentations or lectures,

and then upload content onto the class website.

TECHNOLOGICAL DEVICES:Digital Cameras: integrate pictures to document

classroom projects, journal writings for students, PowerPoint presentations, and creating posters of field trips.

Projector: Incorporate movies, new casts,

instructional material and other programs for kids using programs like Windows Media Player.

TECHNOLOGICAL DEVICES:

Computers (Portable Labs): Create projects Do research Aid in student comprehension of

technology.Proper software is installed, students will

benefit greatly from learning to utilize a computer.

All students have access to technological advances.

INTEGRATING TECHNOLOGY:Collaborate: Allow students to work together in

projects: create a virtual map, create a brochure, graphs or create a presentation of a time period.

Research: Research a time in history, famous

person, invention, battle, states or a significant place using internet sites.

INTEGRATING TECHNOLOGY:Problem Solving: Allow students to use problem solving

techniques in software programs like the Oregon Trail, Where in the World is Carmen Sandiego, and even Sheppard’s Software.

http://sheppardsoftware.com/Communication: Group presentations where students have to

divide up work and work together towards a common goal using a software program.

Working with younger students and helping then learn about social studies through research skills and a computer.

PRODUCTIVITY TOOLS:Microsoft Word: Write Stories or essays on a time in

history. Create a research paper of an event or

famous person

Spreadsheet : Students can compare and contrast

various various statistics. Create graphs to represent these statistics,

track their results, and predict future results.

PRODUCTIVITY TOOLS:

Database: Students can chronologically arrange

numbers of statistical data. compare different statistics like birth rate,

death rate, and population rate. predict future rates by recognizing patterns

within the statistics.

PRODUCTIVITY TOOLS:Draw/Paint/Graphic Software: Students can create posters, newspaper

articles, maps, business cards, inventions or even a historical landmarks.Possibilities are endless and vary depending

on the time in history.

Windows Movie Maker Students can use movie maker to

produce videos they can use in the classroom

MULTIMEDIA TOOLS:

“Multimedia refers to the marriage of video, sound, graphics, text and images within a single information delivery system”.

MULTIMEDIA TOOLS:Internet: which allows students to interact and

research a period in history. Microsoft Word and Microsoft

PowerPoint: Create reports and presentations when

creating and representing various research.

DVD: connects a topic being studied. For

example: pioneer days- watch clips of Little House on the Prairie.

MULTIMEDIA TOOLS:Virtual Tours: Students can view images and real

accounts of history and events through images, text, music, and voice recordings.

Digital Storytelling process of using images and audio to

tell the stories of lives, events or eras.Movies: Using images that represents current

events or a significant period in history.

ADAPTIVE/ASSISTIVE DEVICES: Selective Dissemination of Information

(SDI) is technology that allows users to create a set of filters that allow topics of interest to be presented. (http://crayon.net)

This technology aids teachers in the study of current events and news media stories as it can engage students with a personalized newspaper.

ADAPTIVE/ASSISTIVE DEVICES: For students who have difficulty reading,

web based plug-ins like ReadingBar can be installed in the web browser. (http://www.readplease.com)

Students click on individual words or whole sections of text and it is then read to the students.

ADAPTIVE/ASSISTIVE DEVICES: For students with mild or moderate

cognitive impairments, specially designed resources are available to provide current events information at an appropriate level. (http://news-2-you.com)

These specially written resources feature high-interest, low-vocabulary stories with each word accompanied by a rebus image.

ADAPTIVE/ASSISTIVE DEVICES: Touch screen monitors and related

software enable a traditional monitor to emulate a touch screen becoming a powerful tool for students with disabilities.

Touch screens display graphics that the user can touch to enter commands and make software selections.

ADAPTIVE/ASSISTIVE DEVICES: Kidspiration software provide assistance

in developing graphic organizers.

Kidspiration is adaptable up or down in grade levels depending on the individual ability levels of your students.

Graphic organizers can be used to teach sequence of events, cause-and-effect relationships, to compare and contrast ideas or concepts, or to illustrate hierarchies.

ETHICAL AND LEGAL USES: Filter websites that are inappropriate for

the students.Webwatcher: WebWatcher parental control

software can filter Internet content & more. http://www.awarenesstech.com/Parental/Content-Filtering.html

COPYRIGHT LAWS AND GUIDELINES:

The teacher can provide specific examples and handouts on how to avoid copyright by showing them how to correctly cite a source.

TeacherCopyright_chart.pdf

EXTRA, EXTRA, READ ALL ABOUT IT:NATIVE AMERICANS WEBQUEST Students are working in groups

pretending to be time travelers as they gather various information on different Native American tribes.

The finished project consists of a newsletter to people in present day times telling us about their researched tribe as well as an artifact from their tribe that they will present to the class.

CRITIQUE http://www.richmond.k12.mo.us/sunrise/

csutherland/wq_nativeamericans/index.html

The introduction engaged students.

The tasks and process were well defined.

A rubric is used for individual grading and group grading.

Overall, a well organized webquest.

CITY LIFE OR DESERT LIFE WEBQUEST Students work in groups of 5 to

investigate City of San Diego or the Anza-Borrego Desert.

Each student in the group completes a job, either weather person, historian, activities director, cartographer, or conservationist and creates a poster, outline, and report.

As a group they present all the information to the class.

CRITIQUE http://projects.edtech.sandi.net/kimbrou

gh/desert/ Great graphics and well organized. Includes a link for teachers that explain

the standards, overview, process, and surveys.

The rubric is not clearly defined. Overall, a useful webquest.

WORLD CULTURES WEBQUEST Students will explore a diverse world,

varied cultures and interesting civilizations as they virtually visit another world culture.

Students gain understanding about the

population distributions of a country as they research and compare it to the U.S.

Students develop a theme for a vacation to that country and present it to the class.

CRITIQUE: http://www.tenafly.k12.nj.us/~teisenberg

2/worldcultures/ The task part is a little confuse; however

the process is explained clearly. There is a lot of resources listed for

students to use. The rubric is clear for individual and

group grading. Overall, a good project for students.

50 STATES WEBQUEST: Students work with a partner and

choose a state to research and present to the class.

Students create a hyperstudio journal of the information they collect on the state.

Included in the research students much visit the capital, at least one historical site, one recreational site, and one cultural site.

CRITIQUE: http://www.dedham.k12.ma.us/webques

t/fall2000/jd/statesquest.htm Could use some graphics or color. The process is easy to follow for

students. A list of resources is provided for

student use. A clearly defined rubric is used for

grading. Overall, an easy to follow project.

EVERY JOB IS IMPORTANT WEBQUEST: Students learn the importance of

individual jobs in the community and apply the terms "specialization" and division of labor" in operating their own business.

Students research a job from colonial times and then compare it to modern jobs.

Students run their own lemonade stand using templates and finish by answering questions.

CRITIQUE: http://its.guilford.k12.nc.us/webquests/jo

bs/jobs.html One important link was broken. How the students will be assessed is not

listed. The procedure is clearly listed in steps

for the students to follow. Overall, the idea is good, but could use

some modifications.

INSTRUCTIONAL SOFTWARE: Armchairtravel.com

Interactive website used to perform “virtual” field trips for students

National Geographic Website Site offering information to students and teachers about various

topics around the world.

http://www.nationalgeographic.com/complete-national-geographic/

Where in the U.S.A. is Carmen Sandiego? v 4.0 Entertaining software mixed with mysteries to find Carmen

Sandiego using various clues about her whereabouts. http://www.learningservicesus.com/home/ls2/page_820_115/wh

ere_in_the_u.s.a._is_carmen_sandiego__v_4.0.html All About Elections CD-Rom

Helps students to understand the nature of elections http://www.learningservicesus.com/home/ls2/page_2039_115/al

l_about_elections.html Neighborhood MapMachine 2.0 Deluxe CD-Rom

Students create and navigate community maps, they learn challenging concepts such as grid coordinates, location, scale, and compass navigation.

http://www.learningservicesus.com/home/ls2/page_1001_115/neighborhood_map_machine_ready_made_activities.html

RUBRICS: 5 Sentence Paragraph for Social Studies

Rubric based on mechanics of writing a paper for Social Studies http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id

=1113696&

Elementary Research Rubric Self assessment or peer feedback rubric for research papers http://www.uwstout.edu/static/profdev/rubrics/elemresearchrubric.html

Diorama Rubric Assessment of students understanding of their diorama project http://

www.lausd.k12.ca.us/Allesandro_EL/docs%20and%20temps/Diorama%20rubric.pdf

All Aboard! Exploring the Secrets of the Underground Railroad Assessment over the unit of The Underground Railroad http://

www.lessonplanspage.com/SecretsOfTheUndergroundRailroadUnitPresentationRubric4.htm

Group Discussion Rubric Assessment containing information towards a group work project http://go.hrw.com/resources/go_ss/teacher99/rubrics/RUBRIC11.pdf

LESSON PLAN: PUZZLE PIZZAZZ! Grade Level: 3-4 Length: 45- 60 minutes Performance Expectations: Students will associate shapes of states in the US with their names by creating

their own design using cut-outs of the states. Materials:

Puzzle Maps USA by Nancy Clouse Worksheet with all fifty states Scissors Markers or crayons Map of the Unites States Black construction paper Glue

Procedures: 1. Introduction: The Unites States map needs to be displayed. Point to various states and tell the students what each of

the names are. Encourage students to think of the names, but if they have difficulty, then help them.. 2. Development: Read the book, Puzzle Maps USA by Nancy Clouse. Review in the book the characteristics unique to

certain states which will help them be recognized. Ask the students which states are hard for them to recognize. Discuss with the class that there are some states which touch the water, and there are some which are surrounded by land. Have the students give examples of which states touch water and which touch land. (You may need to help them out in recalling the names). Have students find the state with the most states surrounding it. Discuss which state appears the biggest as well as the smallest. Follow up with the trivia questions in the back of the book.

3. Closure: Review the names of the states and their shapes. Once again, have students say which states’ shapes are more difficult to recognize and which are easiest.

Assessment: Refer back to the book the designs and pictures that were created using the states. Have the students cut out all the states separately (from their worksheet). The students will then create a picture or design of their own using the shapes of the states. Once they have figured out their picture or design, have the students color the states which compliment their picture or design. Have them glue down their creation on a piece of black construction paper. Once they are done have them make a key that shows each of the states’ names which they used. Have them place the key on the back of the construction paper. Display their creations in the classroom or the hallway.

Adaptations: The assessment may be too difficult for some of the students. Some students could cut out the shape of one state using construction paper. As the book shows, a piece of string or yarn could be attached to make it look like a state kite.

Reference: Clouse, N.L. (1990). Puzzle Maps USA New York: Henry Holt and Co.

SUMMARY:

Technology is a unique fun way to incorporate teaching Social Studies in our classrooms today.  It allows teachers to learn various new ways and methods to teach in our classrooms, and help students achieve their goals in the classroom in a different way.  We are provided with many lesson plans, and rubric examples to better serve us and grow as a teacher!  

DELICIOUS BOOKMARKShttp://www.delicious.com/shanna.herr/spotlight

WORKS CITED: Duffy, Lever. Touch Screen for Special Needs Students. .

<http://www.education.com/reference/article/touch-screen-special-needs-students/>.

Mastropieri, M. Inspiration and Kidspiration Software. . <http://www.education.com/reference/article/inspiration-kidspiration-software/>.

Sutherland, Crystal . Extra, Extra, Read All About It: Native Americans . March 15, 2010. November 1, 2010 <http://www.richmond.k12.mo.us/sunrise/csutherland/wq_nativeamericans/index.html>.

Good, Patty . City Life or Desert Life. . 1 Nov. 2010 <http://projects.edtech.sandi.net/kimbrough/desert/>.

Eisenberg, T. World Cultures WebQuest. May, 2007. 1 Nov. 2010 <http://www.tenafly.k12.nj.us/~teisenberg2/worldcultures/>.

DeFeis, Joan . 50 States WebQuest. . 1 Nov. 2010 <http://w ww.dedham.k12.ma.us/webquest/fall2000/jd/statesquest.htm>. Every Job is Important!. . 2 Nov. 2010

<http://its.guilford.k12.nc.us/webquests/jobs/jobs.html>. Roblyer, M.D. Doering, A.H. (2008) Educational Technology into Teaching. New

York. Allyn & Bacon Rose, Stephen A. and Maxey Fernlund, Phyllis. Using Technology for Powerful

Social Studies Learning. . 3 Nov. 2010 <http://www.learner.org/workshops/socialstudies/pdf/session5/5.usingtechnologylearning.pdf>.

WORKS CITED: http://

www.techlearning.com/techlearning/pdf/events/techforum/tx05/TeacherCopyright_chart.pdf

http://www.jason.org/public/whatis/start.aspx http://www.tenafly.k12.nj.us/~teisenberg2/worldcultures/ http://its.guilford.k12.nc.us/webquests/native/native.html Ch. 12 Technology in Social Studies Instruction (p356) Microsoft Clip Art: http://dgl.microsoft.com/