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- 2. IMG_8056.jpg IMG_8057.jpg IMG_8058.jpg IMG_8059.jpg IMG_8060.jpg IMG_8061.jpg Student 1 In some ways, networks have never changed. They remain essentially the same. They contain information, people, economic resources, and emotions that once made the world go around. What has changed is how businesses and society interact and exchange information. In that sense, networks are the same as ever. However, the major changes in the digital world are the way businesses and society interact (Zhang et al., 2017). The pace of change has been unprecedented. Businesses and their customers are becoming increasingly mobile and interconnected to remain competitive with the internet and mobile technology. The emergence of mobile devices in recent years has changed the way consumers consume media. There is limited data regarding the direct impact of networks on the overall economy. However, due to the complexity and global nature of the internet, the impact of the internet is felt by business institutions. The increased cost of information and technology and the increase in computer systems and connections worldwide (Zhang et al., 2017). The only way to predict the future is to use existing networks. The country needs to maintain a secure communication system, but these networks will need to be adapted to the future. The
- 3. networks have been doing it for years. Every TV season, there is a big announcement from network to network about who will replace them in the next TV season. The network becomes much more responsive to the user's request to perform more complex tasks (Ding et al., 2017). The user may have a website or a video streaming application that is demanding large amounts of bandwidth. The internet is going to change so much that the infrastructure will not work. Network operators have had to up their game, so they want to increase their bandwidth to their clients to increase their bandwidth usage. They have to use their data more effectively to get the job done. New networks will be built from the ground up to use different technologies and meet different usage patterns. Most of these new networks will use smaller cells than the traditional cellular network. These new networks will be available over the internet and new or improved technologies that do not yet exist (Ding et al., 2017). Student 2 The worldwide network technology has fueled the economy over the years. The introduction of fixed wireless communications network allowed the developed countries to communicate via the telephone. The first introduction of wireless communications happened in the 1980s. However, the real progress in information technology and communication was not limited to voice but enabled broadband wired connectivity, which changed the world. The rapid deployment of fiber-based next-gen broadband networks increased the faster upload, download speeds. There are several wired type networks initially copper or coax based first-generation networks were deployed, but they are slower and prone to damage. The second- generation networks are fiber-based such as FTTC, FTTN, and FTTB, which are very efficient and significantly increase speeds. The evolution of 4G and LTE in 2010 is a shapeshifter, and most of the current communications are still in 4G.
- 4. The future is already here, and it is 5G. I currently work on 5G related projects and actively explore the growth opportunities and benefits. According to Qualcomm, by 2035, 5G services will provide 12 trillion dollars worth of economy, including mission-critical services, IoT, and mobile broadband services. It is going to disrupt retail, healthcare, education, and transportation, etc. Qualcomm predicts that the 5G value chain will generate up to 3.5 trillion dollar revenue in 2035 and create more than 22 million jobs and boost the global GDP by 3 trillion dollars. (Bob Spoerl, 2020) According to PSB Research, as a result of 5G, there will be an increase of 91% of new product and services innovation, 87% of new industries will emerge, 82% of small business growth and increase in global competition and increase in productivity. The 5G technology can increase the IoT platform's efficiency, and in the future, it may even be possible to perform medical operations remotely because of the low latency network. In transportation, it can enable vehicle-to-vehicle communication or vehicle-to-everything, which allows fleet-wide communication. This will be a game-changer for autonomous driving and enhance self-driving capabilities. (Bob Spoerl, 2020) On the other hand, Starlink is a private organization that focused and revolutionized the internet to provide internet worldwide at affordable rates. It cuts the expensive fiber layout costs and maintenance costs and enables the end-user to connect with sattelites and directly provide complete services. There are many challenges involved in both. However, they are working to make it better. IMG_7887.jpg IMG_7888.jpg
- 5. IMG_7889.jpg IMG_7890.jpg IMG_7892.jpg IMG_7893.jpg IMG_7894.jpg IMG_7895.jpg IMG_7896.jpg IMG_7897.jpg IMG_7898.jpg IMG_7899.jpg IMG_7900.jpg IMG_7901.jpg Chapter 7 Strategies for Social Studies Teaching and Learning *
- 6. Research on Social Studies TeachingGoodlad (1984) suggests that social studies has been one of the least-liked subjects.Ellis (2007) urges future educators to use a variety of experiences to avoid this trend.In this chapter, alternatives are offered along with explanations indicating how they should be used.Schug, et. al. (1984) found that students preferred the following social studies activities: (Listed on next slide) * Student PreferencesGroup ProjectsField TripsLess ReadingRole-Play and SimulationsClass ActivitiesIndependent WorkClass DiscussionStudent PlanningLess LectureChallenging Learning ExperiencesClear Examples * Student PreferencesAlthough Schug’s research was done over 20 years ago, children today respond in a very similar way.To show this Ellis did his own survey and discovered that social studies can be improved if it includes more:Group ProjectsField TripsDrama and Role-PlayGamesComputer ActivityHands-on ActivitiesAnimalsEnvironmentStudent InterestDrawing and MapsLess Reading
- 7. * Comparing the Two ListsIn the most recent list children indicate that computer activities, animals, and the environment need to be included more often.Ellis (2007) suggests that the interest in computers is easy to explain, since tremendous advancements were made in technology in the past 20 years.Ellis (2007) suggests that children may want to study animals in order to understand how humans behave.The fact that the environment is added to the new list could be a sign that children are taking environmental issues more seriously. Fouts (1989) found that students wish to be involved, want to work with others, and prefer a variety of teaching strategies. A variety of teaching strategies is important for two reasons. First, it makes instruction less monotonous. Second, Different students learn in different ways. One student may benefit more from direct instruction, and another may do better with hands- on activities. * Direct Instruction StrategiesDirect Instruction occurs when knowledge is transmitted from a source to a receiver. The source can be a teacher, a film, or a textbook.Direct instruction not only transmits content but also focuses on developing skills and providing explanations.Effective teachers need to use both direct and indirect approaches of instruction.If direct instruction
- 8. is overused, it can prevent students from discovering things on their own. * Teacher PresentationLong presentations are not useful to young students, however, when combined with other strategies that are more student-centered, lectures are recommended.Students need the opportunity to hear a teacher explain a concept, but also require a chance to apply their knowledge.Presentations, therefore, should be relatively short and need to concentrate on important concepts and ideas.Students should be encouraged to take notes and may be aided by having partners to discuss important information as the teacher pauses.Ellis offers 12 guidelines which promote effective teacher presentations. * Class Discussion Ellis (2007) mentions that the key to having effective classroom discussions is organization.The four basic components of a well organized classroom are: A base of information: students need sufficient information. A central focus: questions need to keep coming back to key issues. Effective questions: questions should be based on all levels of Bloom’s taxonomy and teachers need to allow students enough time to respond. A supportive environme nt: it is not easy for students to speak out in front of others. Students need to be challenged but in a nurturing way.
- 9. * DemonstrationDemonstrations involve modeling behaviors that students observe. They are most effective when followed by corresponding student activities.An example is showing students how to determine the distance between two points on a map and then following this by asking students to participate in an activity focusing on this skill. * Indirect Instruction StrategiesIndirec t instruction is based on placing most of the responsibility on students for their own learning.It is based on constructivist principles of learning and is also called “democratic learning”.When teachers use this approach they act as facilitators. * Indirect Instruction StrategiesWhen teachers use indirect instruction strategies students have more of an opportunity to express their feelings, work together, and explore.Students discuss, plan, and evaluate ideas.Students work with other
- 10. students more.It may seem as if teachers have less work to do, but the fact is when this approach is used effectively, it requires a significant amount of planning.The following strategies are examples of indirect instruction strategies which apply various principles of constructivism: 1. role playing 2. interest centers 3. group investigations and projects 4. independent study and presentations 5. reflective thinking 6. brainstorming 7. creative expression 8. content analysis 9. differentiated assignments 10. jigsaw/peer teaching and cooperative learning * Role Play This strategy involves playing a role that is different from the role a person holds. Children play roles naturally. Some children often play the role of truck driver and other children play house.Role playing is also used by teachers to help students understand moods, feelings, and values.Role playing allows students to develop their language skills and to understand the perspectives of others.Role playing humanizes history.Teachers ought to model role playing. * Interest CentersInterest centers allow students to choose activities that interest them.Interest centers should reflect the
- 11. goals of the social studies program and should be appealing.Children often find games, puzzles, computers, and videos appealing.Reading centers can be made appealing if teachers include books that interest children and posters that children find attractive.A center should allow a child to work independently without the assistance of a teacher.Teachers must spend much of their time preparing the centers and should only act as facilitators when children go there. * Group Investigations and ProjectsEllis (2007) mentions that activities that involve social action are very compelling and address key issues of democracy.The efforts of students involved in these kinds of projects are often successful.Students can start these kinds of projects as early as when they are in the 1st grade.Examples: Investigating playground equipment to make it safer. Making the school cafeteria more attractive for lunch. Banning styrofoam cups to make the environment safer. * Teacher’s Role in Group Investigations Teachers need to do a great deal of work for group investigations including: Acting as facilitators
- 12. Keeping students focused on problems Helping students find resources Evaluating students on the project * Independent Study and PresentationsChildren need to find out what they can do on their own, and they discover this during the time they work on an independent study. Independent study can be done as a “solo” investigation or as part of a group project.It is perfect for applying the doctrine of interest when teachers allow students to choose a topic.In order for students to be motivated they need to pick a topic themselves.Ellis (2007) discusses possible roles teachers can play to make an independent study successful. * Reflective ThinkingReflective thinking allows students to think about their work and to analyze.Teachers also use this strategy to help students think about what would happen under certain conditions.The difference between reflective thinking and inquiry is that inquiry is based on finding data to answer a question whereas in reflective thinking very often data will not be available.
- 13. * Brainstorming Brainstorming is the process of coming up with ideas for an activity, a project, or a problem.Ellis mentions three essential components of brainstorming: Quantity over quality No judgments Inclusion * BrainstormingTwo methods are usually used.The first way involves the whole class with the teacher at the chalkboard recording student responses.The second method involves placing students in groups with one of the students acting as a recorder.The first way is advantageous because it is spontaneous.The second way is not as spontaneous but allows more students to participate. * Creative ExpressionIt is important for students to be creative in school.Social studies can promote creative expression if teachers provide students opportunities to create poems, stories, and drawings.
- 14. * Content AnalysisContent analysis is a way that allows students to explore content more thoroughly than just merely understanding what is stated.Content analysis focuses on subjects like bias, significance of material, and interpretation of meaning.Knowledge can be analyzed from various sources including textbooks, films, newspapers, and websites. * Differentiated Assignments Not all students in a given class have the same learning styles, and this is one main reason for using differentiated assignments.Another main idea behind the theory of using differentiated assignments is to give students choice. *
- 15. Jigsaw/Peer Teaching and Cooperative LearningAronson (1997) combined cooperative learning and individuality to form the concept of the jigsaw strategy.The jigsaw strategy is designed so that a student in a cooperative learning group has to teach his/her companions part of the material. Each student in the group has to teach equal parts of the material.Cooperative learning is based on the idea of working together with mutual respect, interest, and collaboration.Vygotsky, Bruner, and Piaget all believed that children needed opportunities to express themselves civilly in social situations. * Research on Cooperative LearningJohnson and Johnson (2004) report that cooperative learning:Leads to higher achievementincreases motivation to learnPromotes self- esteemImproves attitudes towards teachersImproves attitudes towards school * Teacher’s Role in Cooperative LearningTeachers have several roles during cooperative learning.They act as facilitators as they keep the learning process going.They also decide who works with who.Teachers also teach students the skills needed to make the cooperative learning experience successful.
- 16. * SimulationsSimulations are ways to represent economic, political, cultural, and other social systems.Simulations aim to represent reality.Students play the roles and use the processes of these systems.Since this process is a simulation, compromises must be used.If too much of a process is left out, the simulation will not allow students to experience enough of the process.Teachers must therefore make wise choices about which elements need to be included to make the activity reflect reality. * Computer SimulationsComputer simulations allow students to apply their knowledge.They often represent real life situations.Oregon Trail was one of the first computer simulations.Other widely used and successful computer simulations include Where in the World is Carmen Sandiego and Science 2000. *
- 17. ConclusionEllis 2007 concludes this chapter by contrasting indirect instructional strategies with direct instructional strategies.He mentions that although indirect instructional strategies have many advantages, knowledge of events, places, and eras as well as explanations of spatial, cultural, and economic systems are often suited to direct teaching. * Chapter 6 Planning for Social Studies Teaching and Learning * Teachers as Decision MakersEffective teachers plan carefully and offer choices to their students. Plans:Help teachers think about what students need to accomplish. Guide students through experiences. Help teachers reflect to what extent an experience was successful.
- 18. * Basic DecisionsTeachers must make decisions about content and need to take into consideration what students already know.In a social studies curriculum, teachers have a great deal of autonomy.In addition, teachers must decide which type of activities students will do. * MotivationIt is very important for students to be motivated.How motivated a student is will influence his/her success.A student’s motivation is to a great degree based on prior success.Teachers should plan ways to motivate their students because successful experiences occur when students are challenged and involved. * RetentionRetention is the ability to recall and use information.It is the responsibility of teachers to fully develop student retention of key concepts and skills.Short term memory items include names and dates.Relating ideas together and active involvement in the learning process are examples of processes that come from long term retention.
- 19. * Transfer of LearningThe process of transfer of learning happens when students use knowledge learned from one situation and apply it to another.Teachers can lead students to develop this process by using facts as tools rather than ends in themselves.Another method that enhances student ability to do this is when teachers make connections between different subjects that are taught. * Planning Lessons and Activities Ellis (2007) identifies six components in lesson development: Key idea Instructional objective Motivation Activity Assessment Reflection * SubstanceSubstance refers to what students learn.The substance of social studies lessons includes 4
- 20. components:ContentConceptsSkillsValues * Teaching ConceptsConcepts are abstract and can be used in many situations.They transcend time and space.The concept of supply and demand, for example, can be used to help students understand aspects of the economic system.Concepts are very important because they can be applied to many situations. * Developing ConceptsEllis (2007) states that there are many ways to develop concepts.Two of the most effective ways are direct experience and reflection.The use of mind maps is also a good way to develop concepts. * Teaching Concepts through Problem SolvingAnother way to teach concepts is through problem solving.Ellis explains how supply and demand can be taught to first graders through an activity.
- 21. * The Advantages of WebbingWebbing can lead students to create new meaning about material students learn (Marzano and Arredondo, 1986).Webbing promotes nonlinear thinking.It allows students to explore relationships that are difficult.It helps students understand the relationship between the whole and its parts. * Teaching SkillsEllis (2007) defines skills as methodological tools of social science.Skills allow students to further develop ideas.Social studies develops a wide variety of skills including classifying, data gathering, and analyzing. Teaching ValuesEllis (2007) mentions that the values taught in elementary school fall into three categories: Behavioral Procedural SubstantiveGood teachers use a combination of variables when they teach values. *
- 22. Behavioral, Procedural, & Substantive ValuesProcedural values involve problem solving and include inquiry, critical thinking, and hard work.Behavioral values involve conduct and citizenship. Examples of these values include respecting others and following classroom rules.Substantive values are based on feelings and experiences of individual students. It is common for students to have different substantive values, and teachers need to respect these differences. * Planning and Developing UnitsA unit is a series of lessons which involve a sequence designed to develop a theme.Units are based on teaching students concepts, skills, content, and values.Examples of common social studies units include: “The Gold Rush”, “Early Explorers”, and “Minority Rights”.There are no rules as to how long a unit should be.There are advantages and disadvantages when selecting larger and smaller units. Ellis (2007) suggests for teachers to use balance. * Guidelines for Developing a Unit PlanEllis (2007) recommends that teachers use six steps when developing a unit: Setting goals in context
- 23. Creating an overview Developing unit objectives Developing a block plan Identifying unit resources Creating an instructional design * Setting Goals in Context & Creating an Overview The first stages of creating a unit involve matching the unit with the goals for the whole year.A teacher can then write an overview.The overview contains a rationale, which discusses why the unit that is being taught and also a description of content. The statement of content can be included using a table- of-content format. * Developing ObjectivesUnit objectives need to be clear and specific.A statement such as “Children acquiring knowledge to improve their classifying skills” could be used as part of a rationale, but is not specific enough to be used as an objective.Objectives need to reflect various levels of learning.
- 24. * Developing a Block PlanA block plan states the scope and sequence of a unit indicating what will be taught and when. * Identifying Unit Resources Many teachers depend heavily on school textbooks, and it is fine to use these as primary resources.Teachers need to gather additional resources that enhance their unique styles of teaching or expertise. * Creating an Instructional Design Ellis uses this phrase to describe the process of developing a unit plan and recommends using the following steps: Timing the unit Designing and building a framework of ideas Brainstorming the plan Organizing your ideas Calendarizing your design Teaching the unit
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