Student Outcomes Mm

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  • Student Outcomes Mm

    1. 1. Student Outcomes and Digital Documentaries in the Social Studies Classroom Meghan McGlinn Manfra SITE Conference, Charleston, SC March 2009
    2. 2. Frameworks <ul><li>Powerful & Authentic Social Studies: </li></ul><ul><li>Construction of knowledge </li></ul><ul><li>Disciplined Inquiry </li></ul><ul><li>Value beyond school </li></ul><ul><li>Digital History </li></ul><ul><li>TPACK: Technological pedagogical content knowledge </li></ul>
    3. 4. Digital Documentaries <ul><li>Short (2-3min) digital presentation, following typical narrative structure </li></ul><ul><li>Sample movie: Westward expansion </li></ul>
    4. 5. Production process Write Select images Narrate Apply motion Write Select images Narrate Apply motion
    5. 6. Paths of inquiry for the social studies <ul><li>Content knowledge acquisition </li></ul><ul><li>Citizenship </li></ul><ul><ul><li>Examination of multiple narratives </li></ul></ul><ul><li>Historic thinking </li></ul><ul><ul><li>Perspective taking </li></ul></ul><ul><ul><li>Primary source analysis </li></ul></ul><ul><li>Writing skills </li></ul>
    6. 7. Context Teacher pedagogical aims Role of the curriculum Student
    7. 8. Study of Student Outcomes <ul><li>Research questions: </li></ul><ul><ul><li>As students approach digital documentary-making, what pre-existing conceptions do they impose? </li></ul></ul><ul><ul><li>How do their expectations interact with the teachers' intentions to shape the final products or learning? </li></ul></ul>
    8. 9. Findings <ul><li>Student preconceptions about digital media and digital video </li></ul><ul><li>Limitations of the form/function of the application </li></ul><ul><li>Going beyond the intended curriculum </li></ul><ul><li>Mimetic learning </li></ul><ul><li>Teacher pedagogical aims </li></ul>
    9. 10. Discussion <ul><li>Recognition of student perceptions </li></ul><ul><li>Dynamic interplay of a technology-rich classroom </li></ul><ul><li>Technological and pedagogical limitations </li></ul>

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