Structuring online research

After working through the case, I really saw a lot of possibilities for the models. Three of the models really interested me. I kind of wanted to do the history ones myself. The articles were not as engaging for me as the examples. In high school, I saw a lot of the problems mentioned in the articles, although I realize some teachers have not had as much experience using this technology on a regular basis. The examples were very good, and I think for teachers who want to become more adept, very helpful. The webquest model has a great structure, and I love that students have the ability to role-play. For the web inquiry model, I see a lot of benefits coming from the narrow scope of the topic. Tools are provided for the students so that they do not become overwhelmed. The historical scene investigation can be done online or offline, perhaps both, so that students without regular internet access can also work on such products. It also capitalizes on the secret longing of pretty much everybody to be a detective or CSI investigator. The Big6 model helps students foster skills for research later on, following perhaps the principle, "Give a man a fish, he eats for a day. Teach him how to fish, he eats for a lifetime." I do think that there should be a little bit more freedom in the resources used, that was my main concern in all of the models.
I did get new insights from the discussion with Melissa, Aleah and David. David pointed out how visually appealing the historical scene models are, as well as how they can be a very good motivator for students to learn. Aleah talked about how she really enjoyed the web inquiry model, and saw the potential for mixing in the historical scene model as well. We discussed how easy it was to follow the webquest. Aleah also mentioned that one way to deal with students finding their own sources is to explain to them they must be prepared to defend these sources. This discussion effected how I would structure my own online research.
My favorite type of research model was the webquest. I would use this to help students do an interactive role-playing project in which they learn both facts and perspectives on a certain period, event, or historical figure. After setting up the structure, I would talk to my students about why I picked the websites that I did so that later on we could do more of the open-ended topics such as the historical scene investigation. Students would be able to research in school, and after assessing the internet connectivity, I would decide if it's viable for students to continue such research at home. When I assessed the product, I would look for the knowledge students gained and how it fit into the SOL's. Like Aleah suggested, I would also make sure students could defend why they used information they had. After doing a webquest in this manner, I would later structure research with the historical scene investigation, still allowing for students to contact me with any questions.

Digital Movie Making

When assigning a movie-making process, there can be a focus on the process or the content involved in the movie. For a United States History class, both ways are important. Content can be included as students explore cause and effect relationships, synthesizing information, narrating historical events, and sequencing events in history as well. You can have your students focus on movies as a communication tool, observation and analysis, or reflection. A talk show using famous figures, or a debate between people on different sides of a historical issue can be used to facilitate communication. Students can work on analyzing the causes of war, or make their own observations on historical events. Because a good history course can help change how people view the past, having reflective videos based on what has been learned can also be used. Students can make their own news reports for events before newscasters entered the scene. There are many possibilities to use such assignments in the classroom.

Assigning students such projects can help them in many areas. The famous George Lucas argues that the benefits of making movies can help your students in ways that other projects can't. There is a greater focus on emotional intelligence. If you decide to assign your students a project where they must present a short documentary on the Civil War, music, colors, and sequence must be chosen to make the emotional impact the students wish to affect. When making presentations later in life, this early exposure to making such choices can benefit students. Research done in Australia also finds students benefitting in the history domain, language and film skills development, literacy skills, communication, organization and teamwork, higher order thinking, metacognitive skills and affective skills.

There are of course issues that have to be considered before you begin assignments. Before expecting students to demonstrate competance in the equiptment needed, you must train yourself. Look into IMovie, PhotoStory, MovieMaker or Bubbleshare. If students are expected to actually film something, then they will need to use one of the movie programs, but if the focus is more on narration, using Bubbleshare may be more viable. You must also make sure students have access to materials needed, and there should be time in class to help students with any problems they have. Allow for creativity, but do not ignore content area. Students must be learning about history as well as the other skills supplimented by digital film making. If you plan on sharing student products on the internet or in other places, permission from parents probably should be acquired. Websites like YouTube! can be great, but there are dangers as well. If these considerations are looked at, then using movie making can be really useful and doable in your classroom.

Blogs, Wikis, and Podcasts

I have to admit, I never really thought of using things like blogs, wikis and podcasts until I came to this class. It's been great so far, having a class website that I can not only get information from, but also get information to. I also see benefits of blogs in sharing opinions. I'm not one to speak up much in class, although I like to think that I have some good ideas in my head. So, blogs allow for quiet students to voice their opinions in a different way. Podcasts are also a great way for students to do what we're doing, as in having out of class discussion. I can also see it being useful for students who have trouble taking notes in class. Lectures could be recorded and posted for these students.
I guess I always have one issue with technology applications. At home, I'm on dial-up internet. It's very slow, and things like podcasts are not very compatable with that program. I also know that in my rural area, there are students who don't even have the internet. I would say that they could use technology provided by the school, but my high school doesn't have many technological resources. We didn't get many chances to use the computer lab during school hours. This may be like Professor Hofer mentioned because teachers are less familar with technology than the younger students. However, I think when thinking about these types of technology, one has to consider these limitations.

Learner Diversity

Teaching Every Student in the Digital Age argues that with the variety of learners today, those who are gifted or challenged coming from different backgrounds, teaching should be adapted. Teachers are forced to teach to certain standards, and must adapt to the learner. The UDL model calls for individualised instruction and assessment embedded in the learning process. Teachers are more like coaches than lecturers. Books produced by the authors online may be tailored to individual learners whether or not they are disabled. Teachers should focus on the process of learning as opposed to just learning information. There must be a balance between providing support and providing challenges. The three principles of UDL are: supporting recognition learning and providing flexible methods of presentation, support strategic learning with flexible methods of expression and apprenticeship, finally to support affective learning using multiple types of engagement. Providing at least two ways to process information remove barriers for diverse learners, and scaffolding assists with bottom-top processing. Media can be used to help students who have different recognition, strategic and affective networks. It can also remove hurdles for students with disabilities. The authors argue increased use of digital learning may remove labels of disabilities. Teachers must set clear goals, but provide flexibility at the same time. Materials must be individualize, and assessment must be, too.
The authors emphasize a lot of technology use that is quite expensive. Not every school can afford to impliment such extensive use. It's also hard to individualize so many aspects of the learning process, even if teachers want to, there is just not that much time. However, I believe that teachers can try to use these strategies. For students who do have disabilities that require them to find alternate means, technology can be used. Many students however can still learn with a more limited use than is promoted in the article. Providing multiple stimuli can be used, integrating pictures, charts, even movies, in daily learning. Cooperative learning can be done with students breaking into groups and discussing. Putting students in groups based on ability within a classroom has been done for years, and there is some merit to it. Goals, teaching, and assessment can be "individualized" for groups, and working together with other students will increase learning.

Images in the Classroom

When I first heard that I would be reading articles about using images and digital cameras in the classroom, I have to admit I was skeptical about how applicable it would be to me. The usage in capturing experiements seemed very obvious, but as I attempt to avoid science as much as possible, I did not think I would really be able to make extensive use of those mediums. However, the article pointed out many ways that images can be used in what I plan to teach, which is Social Studies. I remember one of my favorite classes in high school involved looking at covers of magazines from the 1940's, and advertisements from the same time. We looked at these to better understand the attitudes of World War II, and I think that looking at something other than an overhead projector really helped. The authors talk about four ways to use images, and I can see how all of them would be helpful. Aquiring pictures now is easier than ever, and I think that the ability to use archives that are online now will make it easier to do things like my high school teacher did. The authors of the main article and the more subject specific ones seemed to be very in love with the methods of Ken Burns. I have watched the whole Civil War series, and his use of photographs does help demonstrate how valuable they can be in learning. In a world where as we have seen, a lot of students are used to spending hours looking at images on a screen, transferring that to images of the past, or images of a science experiment can help students be more engaged like they are used to being outside of school. I think involving students in capturing the learning process also increases the feeling of involvement, as they take an active rather than passive role. Of course, as we discussed in class, it's important to not overuse techonology. Too much relience on images and image-taking can make students become less receptive to the newness and significance of images in learning.

Technology Use in High Schools

I went to two schools that had very different levels of technology integration. I believe that it's important to introduce and involve students in technology at the same time they are learning the normal subject areas. I have used a lot of what I learned at my highly integrated school as I have continued in college and even in the summer jobs I have. I have also seen other students who are behind where I am and have problems doing things that they need to know how to do. Smartboards I believe should start to replace traditional blackboards when possible. Using different technologies to complete projects should also be encouraged. In my physics class, we were able to run experiments using simulations and other computer programs that stimulated learning. As I am definitly not a science major, it allowed for me to expand my understanding. For students who are similarly confused by topics, I believe integrating technology in demonstrations increase understanding.