1) Digital communication through devices like cell phones is becoming more common than face-to-face interaction, as seen when the author noticed everyone at a campus food court looking at their phones. 2) Previously, second language learning focused only on spelling, grammar, and blackboard instruction, which is passive for students. Technology like the internet allows more active learning through message boards and exposure to authentic language use. 3) Updating textbooks is impossible to keep fully current, so technology and online sources are important to supplement materials and current events in social studies.

1. Facebook Video #1 Response
I think it is sometimes shocking for us to watch this from the outside looking in, but digital
communication is becoming more comfortable for so many as opposed to face-to-face communication.
When I was eating my lunch in the food court on campus, almost everyone I noticed walking past the
window was looking down at their cell phone or had it in their hand.
21st
Century Education Pillar
Second language learning had previously been taught through learning spelling and grammar. The
only technology that was previously used was the blackboard. The problem with only utilizing this
method of teaching in the classroom is that writing on the board is a one way activity. The students
are not contributing which would assist at retention. But who could blame students for failing to be
able to learn a second language with only the assistance of grammar drills and dense textbooks?
Using the Internet in language classrooms can be very helpful to students. One idea is accessing other
country’s message boards. Not only is the student learning about the language, but the student is
witnessing meaningful interaction and learning about the people within the country as well.
 Students hold a positive attitude while using a computer to complete SLA activities. A lot of
students have anxiety when speaking a new language, so virtual communication tools, such as
e-mail, can help lessen this in interactions while still conversing in a foreign language. Also,
motivational factor
 SLA w/ technology begins with teaching college students within education programs how to
use technology in the classroom such as Marshall’s CI 102 and CI350 for Education majors! 
 Language Learner Programs—Mango (my favorite)
 Youtube—a wonderful way to watch many popular culture television shows and movies in
different languages as well as language learning videos and book audiotapes.
 Podcasts—help pronunciation skills by having students complete both scripted and
improvised podcasts. Ability for students to demonstrate what they learned as well as to hear
how they are speaking.
Blog Ideas
 Textbooks aren’t designed to teach students to think like a historian, and instead make history
into a static collage of facts, dates, and names.
 American history is often written from an “American exceptionalism” point of view which
excludes the rich histories of minority groups such as African-American, Native Americans,
women, and immigrants.
 "In the high school history textbooks our children read, too often we find that labor's role in
American history—and labor's important accomplishments, which changed American life
forever—are misrepresented, downplayed, or ignored," the report concludes. It also says the
textbooks "often implicitly (and at times explicitly) represent labor organizing and labor disputes
as inherently violent."

2.  It is impossible for a Social Studies textbook to stay up-to-date because months can pass, and
there would already be substantial information to update. This is why I see the importance of
technology within the content area of Social Studies—the internet is a wonderful place to find
items such as primary sources to supplement material, and keep up with the times.
 Large consumers of textbooks from states such as Texas essentially have purchasing power over
textbook companies. Thus, the standards Texas sets for its book will typically be applied to the
American education system as a whole.
UNIT PLAN IDEAS
Students will:
1. Infer characteristics from an example story to construct a definition of the word "myth"
2. Compare and contrast story elements from three different myths using a graphic
organizer.
3. Adapt mythological stories into a skit format and then present their adaptation to the
class.
4. Use print and nonprint sources to conduct a character study of mythological heroes.
What is a myth: Dictionary definition? Also, tell students that a myth is a kind of story which
attempts to interpret some aspect of the world around us, often times expressing its culture's
moral values in human terms. Help students identify characteristics in the story that are unique to
mythical literature. Ask students the following inferential questions:
 What is being interpreted in this story?
 Is the interpretation real or scientifically based? Why or why not?
 What moral value is being addressed in this story?
 Brainstorm other well-known stories that can be classified as myths.
http://www.scholastic.com/teachers/lesson-plan/heroes-and-legends -- Heroes and legends
http://mrshallfabulousinfourth.blogspot.com/2013/11/catching-up.html -- Mythology post-it note
response helps students who are less verbal express themselves and all students are able to apply
knowledge!