SS Video Integration Lesson

PBL

PBL

Jigsaw

Jigsaw

PPT YouTube Movie

Tech Use Plan

Tech Use Plan

Instructional Design Project

503 Instructional Design Project

Final Blog Reflection

While taking this class I have learned several ways to incorporate technology into the classroom curriculum. I really must admit that I found this class to be very challenging!
I learned to use several different application tools like video production, producing YouTube videos, Voicethread, and embedding documents/maps into my Blog and website.

The mastery of the AECT standards were evident in all of the course work including designing, developing, and utilizing  by incorporating the use of text, graphics, audio visual, computer-based, and integrated technologies. I learned about integrating hypermedia to make learning engaging, motivating, and real-world. I also learned about Acceptable Use Policy and how AUP protects students from violation of rights, exposure to unsuitable material, and abuse. I now understand the Relative Advantage of using instructional software in the classroom and how it will affect different types of learners. Finally, during this class I have developed of a collection of Multimedia Presentations and Technology Supported Lessons including:

• Relative Advantage Presentation
• WiFi Networking Presentation
• Instructional Software Presentation
• Spreadsheet Lessons
• Video Integration Lesson and Video Library
• Social Networking Lesson
• Using the Internet for Instruction Lesson
• Social Studies Lesson
• Language Arts Lesson
• Adaptive/Assistive Technology Presentation

I have grown professionally and now feel I know a lot more about creating and implementing curriculum technologies. I have created a website, projects, and presentations that I can use to make my classroom teaching much more interesting and engaging for my students. I now feel qualified to teach students using 21st century skills. According to Edutopia these  include:

• personal and social responsibility
• planning, critical thinking, reasoning, and creativity
• strong communication skills, both for interpersonal and presentation needs
• cross-cultural understanding
• visualizing and decision making
• knowing how and when to use technology and choosing the most appropriate tool for the task

Resources:

Edutopia. (n.d.). What is technology integration? Retrieved from http://www.edutopia.org/technology-integration-introduction

Language Arts Project

For this lesson I have integrated language arts into my social studies curriculum unit on U.S. Citizenship. I have used an online ebook tool called StoryJumper to create an example of the ebook my students will be creating for their assignment.

Here is the link to my website and lesson

Social Studies Project

The following link is to a website I created which presents 3rd grade students with a Virtual Field Trip to Washington D.C. including the U.S. Capitol Building, Jefferson Memorial, and Lincoln Memorial. This fun and interactive lesson also incorporates primary source materials and documents as well as Google Maps.

Click here to link to Website

The Relative Advantage of Integrating Technology into Social Studies

The relative advantage of using technology in social studies is it effectively teaches content knowledge and skills, builds deeper understanding of concepts, and makes curriculum more engaging and meaningful for students. By integrating technology into social studies you prepare students for the demands of life and citizenship in today’s world.

Students can research things like economics, geography, history, law, philosophy, religion, and humanities so much easier than ever before. According to the NCSS “The primary purpose of social studies is to help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world” (NCSS, 1994, p.3). With the use of the internet students are able to become experts  about almost every subject which leads them to making well-informed decisions. The web is full of facts and knowledge that up until the last 30 years people would have to go to great lengths and hours in a library to answer. Within moments students can learn about world history, geography, and other cultures.
“Not only is there more to learn about the world than ever before, but the information is changing constantly and dramatically. Fortunately, the same technology that created this more complex world also can help teach about it” (Roblyer, Doering 2010).

Integrating Educational Technology into Teaching lists 10 strategies for using technology in Social Studies Instruction (Roblyer, Doering 2010 p. 351).
1. Adventure Learning
2. Virtual Field Trips
3. Geocaching
4. Live through History- simulated immersion experiences
5. Webquest activities to learn history of political actions
6. Apply geospatial technologies to study the connection between the Earth and people.
7. Stock Market simulations
8. Electronic storytelling to recreate history
9. Real time collaboration
10. Digital media creation through the use of cameras

According to The National Council for the Social Studies Standards
Task Force on Teaching Standards for Teaching and Learning in the Social Studies:

Integrated social studies teaching and learning include effective use of technology that can add important dimensions to students’ learning. Teachers can provide students with information through films, videotapes, videodiscs, and other electronic media, and they can teach students to use computers to compose, edit, and illustrate social studies research reports. Computer-based learning, especially games and simulations, can allow students to apply important ideas in authentic problem-tackling or decision-making contexts. If students have access to computerized databases, they can search these resources for relevant research information. If they can communicate with peers in other states or nations, they can engage in personalized cultural exchanges or compare parallel data collected in geographically or culturally diverse locations (1994, p. 165).

References:

National Council for the Social Studies. (1994). Expectations of excellence: Curriculum standards for the social studies (No. Bulletin 89). Washington, D.C.

Roblyer, M. D., & Doering, A. H. (2010). Integrating educational technology into teaching. Boston: Allyn and Bacon.

You stated some of the SS resources but what is the beneftis-relative advantage of using technology in SS versus not using technology?

Using the Internet for Instruction

Lesson Plan

Title: Symbols of Citizenship
Subject: Social Studies
Grade: 3rd
Overview: This is a jigsaw activity designed as a cooperative learning activity where students will learn how to use several types of helpful and educational websites. Students will be divided into small groups, given websites to research histories of U.S. symbols (U.S. Flag, Bald Eagle, Statue of Liberty) to become experts on assigned symbols. Students will teach other groups and vise versa by making presentations using Glogster and Wordle Websites to present what they have learned.

Objectives: By the end of this lesson, the students will be able to:

• Know the histories the Five Ws (Who? What? When? Where? Why?) of U.S. symbols including the U.S. flag, the bald eagle, the Statue of Liberty
• Who is it about?
• What happened?
• When did it take place?
• Where did it take place?
• Why did it happen?
• Work cooperatively in a small group using Glogster to design their interpretation of their given symbol (U.S. Flag, Bald Eagle, Statue of Liberty) and state the significance of the citizenship symbols they have researched as a group.
• Use Wordly site to generate a “word cloud” from text that they provide which is their definition of a symbol of citizenship.

Online links/Resources:

• U.S. Symbol Background BrainPop video
• U.S. Flag website
• Bald Eagle website
• Statue of Liberty website
• More U.S. Symbols
• Flickr website
• Glogster website
• Wordle website

Brief Description:
Each group will use the online links/websites provided to do research on their symbol: U.S. Flag, Bald Eagle, Statue of Liberty. Next, students will find and save images for their presentation using the Flickr Creative Commons website provided. Then, each group will go to the Glogster website to make an online multimedia poster – with text, photos, videos, graphics, sounds, drawings, data attachments which represents their research findings. Finally, groups will go to the Wordly site link to generate a “word cloud” from text that they provide from their research which explains their definition of citizenship.

Vocabulary:

• Monument: A structure, such as a building or sculpture, erected as a memorial. Statue of Liberty, for example, is an American monument.
• Symbolism: A person, place, action, word, or thing that (by association, resemblance, or convention) represents something other than itself.  For example, the Bald Eagle is a symbol of U.S. freedom.
• Citizens: An person who lives in a particular town, city, state, or country. For example, I am a citizen of the United States.

Assessment:

• Each group will share their Glogster presentations to the class and teacher explaining their symbols history including the Five Ws (Who? What? When? Where? Why?)
• Each group will present their Wordle ‘word cloud’ from text that they provide from their research which explains their definition of citizenship.

Safety on the Web

The following are some online safety guidelines for K-5 elementary students.

According to Internet Safety Tips for Elementary School Kids:

Internet Safety Basics

Help your kids understand that they should:

• Never share their names, schools, ages, phone numbers, or addresses;
• Never send pictures to strangers;
• Keep passwords private (except to parents);
• Never open email from strangers – it may contain viruses that can harm a computer; and
• Immediately tell an adult if something mean or creepy happens.

The following videos are meant to be shared with students and parents about kids internet safety:

Internet Safety Resources:

• Internet Safey Resources at Commonsense Media
• Introduction to Internet Safety
• Internet Safety Resources by the National Criminal Justice Reference Services
• Kidshealth: Internet Safety

Works cited:

Common Sense Media (2012, Mar. 19). Internet Safety Tips for Elementary School Kids. Retrieved from http://www.commonsensemedia.org/advice-for-parents/internet-safety-tips-elementary-school-kids

Facemoods (2011, Apr 21) Online Safety- Little Red Riding Mood Chap.2 [Video file]. Retrieved from http://youtu.be/-Dn1Jmqecvk

ikeepsafeorg (2008, Oct 31) Faux Paw’s Adventures in the Internet [Video file]. Retrieved from http://www.youtube.com/watch?v=gPse7dcXwrU

keepyourfamilysafe (2011, Apr 22) Top 3 Mistakes Kids Make On FaceBook [Video file]. Retrieved from http://www.youtube.com/watch?v=mbHIjbD9DWk

Social Networking Lesson

For this assignment I have developed a 3rd grade learning activity ‘How Can I Recycle?’ that incorporates three forms/tools for social networking. Students will use Edmodo, Wallwisher, and Wikispaces to interact directly with other students and teachers outside of our classroom.

Lesson Plan

Title: How Can I Recycle?

Subject: Social Studies

Grade: 3rd

Objectives:

Students will use given websites to research how and why to recycle. To incorporate Social Networking into this lesson we will be working with the four other third grade classes and their teachers. Students from each group will each add one recyclable item to a group Wallwisher page. Next, all groups will add a reusable item to a group blog at Wikispaces. To conclude, students will use their Google Doc’s to take notes, add text and microsoft clipart images to a PowerPoint presentation, which will explain ways to recycle, reuse, and reduce  at home, at school, and in the community. These presentations will be conducted in front of all four of the 3rd grade classes.

Materials Needed:

• Edmodo website:
• Wallwisher website:
• Wikispaces website:
• Google doc website:
• Microsoft Clip Art website:

Brief Description of Lesson:

1. Show students items which include: tin can, plastic milk jug, water bottle, plastic bag. Ask them what they will do with these items when ready to throw away?

2. Review vocabulary words:

Recycle: This means to use materials over again to make a new product. Paper, for example, is recycled into new paper products.

Reuse: This means to use materials over again, either for the same purpose, or something else. For example, a coffee can can be reused as a container for nails. Grocery bags can be reused on later trips to the store.

Reduce: This means you reduce the amount of materials you use. For example, if you use both sides of a piece of paper, you reduce the number of pages you by buying items that can be reused and recycled.

3.  Break students into groups of four to work on assignment

4. Explain to students that they are to find ways to recycle, reuse, and reduce at home, at school, and in the community. They will be using Wallwisher, Wikispaces, Edmodo, Google, Microsoft clipart, and Powerpoint to make their presentation.

• Students log on to Edmodo site – How Can I Recycle?
• Students each take the poll question given
• Students follow directions given on Edmodo:

Using the websites provided you are to work with your group to find ways to recycle, reuse, and reduce at home, at school, and in the community.  You will be using Wallwisher, Wikispaces, Edmodo, Google Doc’s, Microsoft clipart, and Powerpoint to make your presentation.

1. Use your google documents account to take notes while conducting research.
2. Students log on to Wallwisher account a post one item that is recyclable
3. Students log on to Wikispaces to list one item that is reusable
4. Log onto Microsoft Clip Art to find images you will use to put into your powerpoint presentation.
5. Use your Google account to make a Powerpoint to make your presentation.
6. Students will each take Recycling quiz

Assessment:

• Students will each take Recycling quiz
• Students will make a group powerpoint presentation which includes knowledge about recycling, reusing, and reducing trash.
• See Rubric attachment

Standards:

Social Studies-Continuity and Change

3.4 Students understand the role of rules and laws in our daily lives and the basic structure of the U.S. government.

2. Discuss the importance of public virtue and the role of citizens, including how to participate in a classroom, in the community, and in civic life.

Growth and Development
Standard 7: Practicing Health-Enhancing Behaviors
7.2.P Demonstrate ways to recycle, reuse, and reduce at home, at school, and in the community.

Social Networking and Walled Gardens

 VoiceThread link to Social Networking and Walled Gardens

Benefits of Multimedia in the Classroom