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Final presentation


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Effect of technology integration on student engagement in junior level World History.

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Final presentation

  1. 1. Debra Lindner Wilkes University December 5, 2010
  2. 2. <ul><li>Class: World History </li></ul><ul><li>Grade level: 11 th grade </li></ul><ul><li>Goal: Increase student engagement in through the integration, teacher modeling and student utilization of technology. </li></ul>
  3. 3. <ul><li>Rationale : Research shows that technology integration can enhance student engagement which in turn can increase student achievement. </li></ul>
  4. 4. <ul><li>Technology integration will be scaffolded, integrated and modeled throughout this project as follows. </li></ul><ul><ul><li>On-line discussions via Moodle </li></ul></ul><ul><ul><li>Webquest on the U.S. Constitution </li></ul></ul><ul><ul><li>Teacher-created Age of Exploration multimedia presentation </li></ul></ul><ul><ul><li>Student multimedia project creation on Personalities of the Enlightenment Period </li></ul></ul>
  5. 5. <ul><li>Student-centered – students will utilize technology tools for research, discussions, and creation of multimedia projects. </li></ul><ul><li>Learning and doing – Students will apply knowledge through on-line discussions and multimedia project creation </li></ul><ul><li>Using information – students will use information in their on-line discussions, webquests, and projects. </li></ul>
  6. 6. <ul><li>Facilitator – I will act as a facilitator to guide students in their learning activities. </li></ul><ul><li>Flexible groupings & </li></ul><ul><li>Addressing all learning styles – surveys will be used to assess technology skills, learning styles, and interests. This will allow me to group students based on learning styles and interests while ensuring that each group has a technologically savvy member. </li></ul>
  7. 7. <ul><li>Higher-order thinking – scaffolded use of technology to lead to more thoughtful project creation requiring analysis, synthesis and creation. </li></ul>Collaboration – discussions, webquests and projects will all require teamwork and collaboration.
  8. 8. <ul><li>Performance-based assessments – rubrics will be used to assess student performance for each activity. </li></ul><ul><li>Multiple sources of information – textbook, web resources, teacher-created media and student research will all be required. </li></ul>
  9. 9. <ul><li>Technology fully integrated – discussions, resources and projects will all require technology utilization on a regular basis. </li></ul><ul><li>Learning how to learn – I will model the technology strategies and then the students will utilize these same strategies. </li></ul>
  10. 10. <ul><li>Authentic projects – students must assess their chosen person in the context of history and the present. </li></ul><ul><li>Professional in the discipline – students will be writing and presenting their projects in a professional manner </li></ul>
  11. 11. <ul><li>Week one – Feudalism </li></ul><ul><li>administer surveys on </li></ul><ul><li>technology skills, learning styles, & </li></ul><ul><li>student engagement </li></ul><ul><li>Start– on-line discussions </li></ul><ul><li>Week two - Feudalism & the Crusades </li></ul><ul><li>Webquest on the Constitution </li></ul><ul><li>On-line discussion </li></ul><ul><li>Week three– Medieval life & the Inquisition </li></ul><ul><li>On-line discussion </li></ul>
  12. 12. <ul><li>Week four– Middle Ages & the Black Death </li></ul><ul><li>Video clips & on-line discussion </li></ul><ul><li>Week five – Age of Exploration </li></ul><ul><li>Teacher-created Multimedia presentation </li></ul><ul><li>Week six – Enlightenment Intro </li></ul><ul><li>video intro, internet scavenger hunt </li></ul>
  13. 13. <ul><li>Weeks seven through nine </li></ul><ul><li>Multimedia project on the great personalities of the Enlightenment and Scientific Revolution Period. </li></ul><ul><li>Students will research, create, and present projects that highlight the importance of their scientist, musician or philosopher historically and at present. </li></ul>
  14. 14. <ul><li>As anticipated, student engagement improved based on the re-taking of the student engagement survey at the end of the final project. </li></ul><ul><li>Students participated much more fully in the on-line discussions than they have done in traditional in-class discussions. </li></ul><ul><li>Students were more engaged in the technology-infused activities that in traditional worksheet and textbook activities. </li></ul>
  15. 15. <ul><li>Although not the stated purpose of the study, student attitude improved. </li></ul><ul><li>Students were much more interested in World History. </li></ul><ul><li>Students came to class with a more positive attitude and were ready to get started when they walked into class. </li></ul>
  16. 16. <ul><li>This project summary refers to many elements. The details of this project can be found at the following website: </li></ul><ul><li> </li></ul>