Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

History of the Future! SXSWEdu 2014 presentation

479 views

Published on

This is my presentation from the SXSWEdu conference in Austin, TX on March 6, 2014.

  • Be the first to comment

  • Be the first to like this

History of the Future! SXSWEdu 2014 presentation

  1. 1. Rob Scordino Ph.D. Candidate, Learning Technologies Program, UT Austin Research Associate, Meadows Center for Preventing Educational Risk
  2. 2. robscordino.com
  3. 3. the purpose of history education the impact of technology on history education
  4. 4.  Because history and social studies are important, dammit.  Maybe you are a history teacher  Maybe you are a developer  Maybe you work for a museum and you would like to hire me (robscordino@utexas.edu)  Or maybe you don’t care
  5. 5. the purpose of history education • Learn about the past • Make connections to the present Coverage model: Breadth over depth Fixed narrative arc Fact-driven Lecture/Textbook
  6. 6. the purpose of history education • Learn about the past • Make connections to the present • Interpret/analyze/defend • Participate • Develop critical thinking skills
  7. 7. The nature of historical knowledge Historians do not begin their thinking in discrete facts,but in the accounts of other historians.1 (Seixas) Historians participate in a contested academic discourse in which rival truth claims are subjected to scrutiny on the basis of evidence drawn from the human past.2 (Sipress and Voelker) Uncertain Changing/flexible Open to interpretation
  8. 8. “Historical problem solving” similar to the scientific method in natural science.3 (Wineberg) Historical literacy involves not only knowing the story,but engaging in the through participation.4 (Perfetti, Britt, and Georgi) Active Investigation Analysis of resources The approach to historical knowledge
  9. 9. the impact of technology • Supports constructivist learning • Increases access to content • Supports participation • Decreases the need for rote memorization • Increases the need for critical thinking skills
  10. 10.  Platform for learning practical skills  Critical thinking  Analysis  Supporting claims with evidence  Research  Platform for developing technical skills  Media literacy  Participation/engagement
  11. 11.  Teachers rely on Internet resources 5,6  No evidence that younger teachers use technology more 7,8  Teacher pedagogical preferences determine how tech is used 9,10  Technology is incorporated into teacher ed programs and PD 11  Media literacy is represented in SS standards
  12. 12.  Teachers rely on Internet resources  No evidence that younger teachers use technology more  Teacher pedagogical preferences determine how tech is used  Technology is incorporated into teacher ed programs and PD  Media literacy is represented in SS standards  Internet archives  learning environments  History is under-represented in mobile  Mobile stuff that is out there is meh.
  13. 13. Teachers: Museums: Developers: • Talk, connect, etc. • Think about how your resources will be used • Support historical inquiry • Don’t fear social studies • Think about ways technology can support historical thinking
  14. 14.  History should not be in a silo  Think about the pedagogy first  Talk to other people
  15. 15. rob@robscordino.com @RScordino robscordino.com
  16. 16. 1. Seixas, P. (1996). Conceptualizing the growth of historical understanding. In D. Olson & N. Torrance (Eds.) The Handbook of Education and Human Development. Oxford, UK: Blackwell Publishers. p. 765-783. 2. Sipress, J. and Voelker, D. (2009). From learning history to doing history: Beyond the coverage model. In R. Gurung, N. Chick, & A. Haynie (Eds.) Exploring Signature Pedagogies: Approaches to Teaching Disciplinary Habits of Mind (1st ed., pp. 19-35). Sterling, VA: Stylus. 3. Wineburg, S. (1991). Historical problem solving: A study of the cognitive processes used in the evaluation of documentary and pictorial evidence. Journal of Educational Psychology, 83(1), 73-87. 4. Perfetti, C., Britt, M., and Georgi, M. (1995). Text-based learning and reasoning: Studies in history. Hillsdale, NJ: Erlbaum. 5. Shiveley, J. and VanFossen, P. (2009). Toward assessing Internet use in the social studies classroom: Developing an inventory based on a review of relevant literature. Journal of Social Studies Research, 33(1), 1-32. 6. VanFossen, P. and Waterson, R. (2008). “It’s just easier to do what you did before…”: An update on Internet use in secondary social studies classrooms in Indiana. Theory and Research in Social Education, 36(2), 124-152. 7. VanFossen, P. and Jones, D. (2006). Indiana social studies teachers interest in receiving professional development by podcast. A technical report to the Indiana Department of Education, Indianapolis, IN. 8. VanFossen, p. (1999-2000). An analysis of the use of the Internet and World Wide Web by secondary social studies teachers in Indiana. The International Journal of Social Education, 14(2), 87-109. 9. Hughes, J. (2005). The role of teacher knowledge and learning experience in forming technology-integrated pedagogy. Journal of Technology and Teacher Education, 13(2), 277- 302. 10. Ertmer, P. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25-39 . 11. Bolick, C., Berson, M., Friedman, A.., & Porfeli, E. (2007). Diffusion of technology innovation in the preservice social studies experience: Results of a national survey. Theory and Research in Social Education, 35(2), 174-195.
  17. 17. Diem, R. and Berson, M. (2010). Technology in retrospect: Social studies in the information age, 1984-2009. Charlotte, NC: Information Age Publishing. VanSledright, B. (2002). In search of America’s past: Learning to read history in elementary school. New York, NY: Teachers College Press. VanSledright, B. (2011). The challenge of rethinking history education: On practices, theory, and policy. New York, NY: Routledge Taylor/Francis Group. Wineburg, S. (2001). Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past. Philadelphia, PA: Temple University Press.

×