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NCSS 2014: Emerging Technology and Historical Inquiry
- 1. Emerging Technologies EverySocial Studies Methods Educator Should Know Richard Hartshorne, Ph.D. Assistant Director, Teaching with Primary Sources at UCF Associate Professor, Ed. Tech. E-mail: richard.hartshorne@ucf.edu Scott Waring, Ph.D. Director, Teaching with Primary Sources at UCF Associate Professor, Soc. Studies Ed. E-mail: swaring@ucf.edu
- 2. Before we begin….theback channel
- 3. Before we begin….theseresources
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- 8. 1. Hooking YourStudents 2. Questioning 3. Engagement (with) and Organization of Sources and Resources 4. Developing Narratives & Facilitation Authentic Assessment 5. Reflection The Social Studies Classroom
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- 24. Developing Narratives &Facilitating Authentic Assessment
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Editor's Notes
- #9 As you all know, history is more than people, places, dates, and events and learning history involves more than knowing these people, places, dates, and events….it involves engaging in historical inquiry. To promote historical inquiry, we are going to use a 7-step process. These include “hooking” your students, identifying fundamental questions (both non-dichotomous and those that encourage inquiry), engaging learners with primary and secondary sources, considering multiple perspectives and historic causation, piecing together a plausible narrative, completing authentic assessment, and reflecting on the experience. As we move through the rest of this presentation, I am going to address these briefly, as well as provide an introduction to the types of tools we will be exploring in future webinars.
- #10 A VoiceThread is a collaborative, multimedia slide or slide show that holds images, documents, and videos and allows people annotate and comment on aspects of a slide or slide show through the use of audio via recorded file, microphone, or telephone, text, and video--via a webcam. A VoiceThread can then be shared and commented on by others...or that can be restricted. As far as notating goes, users can annotate an image while providing a comment. Limitations.....only 3....so use sparingly.
- #12 Padlet is a great way to use many of hooking strategies. For example, if we wanted to take a concept attainment type of approach, we might have students view a series of images, and then, in a collaborative setting, work together to classify them in some way. For example, we might have a series of images that we want placed in some order...or we might have a series of images and we want students to identify which one does not below. We could include the images on a padlet, and then also provide a series of web resources to get them started with the investigation. This could be used as a hook...or as a culminating activity. Put some of the photos on a padlet and have students post the order. You could have the padlet…with some resources…and then have a poll where students, at the end of class, for example, post the sequence of the images. The ranking could be a discussion, or could be set up in another tool, such as Socative….or any survey tool. Robert E. Lee Lincoln 1.) General George B. McClellan (U): Commander of the Union Army of the Potomac at the time, mostly known for his slow moving "cautious" actions during battles. 2.) General Ambrose Burnside (U): Divisional Commander under McClellan, made famous for taking the "Burnside" Bridge, but criticized because of his slow actions of taking it. *Held off for hours by only a few hundred Georgia Troops* 3.) General A.P Hill (C):
- #13 Send a quick resource, hint, question, clue. Could be extra credit items....etc. “What does the term ‘Red Scare’ refer to?” Great way to keep in touch with students...quick and easy...not too intrusive...helps develop rapport. Were there any benefits or positive outcomes of the “Red Scare”?
- #14 Quick Record Students can comment See paper for example.
- #15 Another tool that I like quite a bit is EdModo, which is a social network, much like Facebook, for K-12 students. PULL UP EDMODO SITE AND DO A QUICK WALKTHROUGH. Within EdModo, you can join and follow various communities...either teacher-centered or student-centered, share resources; post content, such as primary sources, and prompts; you can load assignments, send out alerts, create quizzes and polls...all within a single entity. To foster specific types of environments, you could create groups. You can create a library of sources and instructional materials, organize these by folders, and search the entire EdModo social network for apps and existing lessons and resources. You can also apply badges to students for completing various tasks. EdModo is a very comprehensive tool...with a great deal of functionality...all in one place.
- #17 Lastly, I wanted to talk about PollDaddy. Last week we discussed the polling tool called SurveyAnywhere, where students can log in and respond to poll items. Polldaddy is a bit more comprehensive in that it allows for much more functionality in the number of poll items allowed. It also has a nice mobile app, and can be shared with anyone via a public or private URL. PULL UP POLLDADDY AND DO QUICK WALKTHROUGH. As you can see, there are quite a few types of survey-type items that can be conducted here....from simple surveys, to polls, to quizzes, to ratings. You can also organize content into specific folders. On the left, you see all of my polls. The number of responses, and whether the poll is active or not...as indicated by the green check or the red x. By clicking on the link to the poll, you will see a summary of results. So, if I click on the week 5/6 feedback, I can see the results for this. I can also see the participants, if I choose, and can create various data filters. If I rollover an area, I can see additional options. In the historical inquiry process, a teacher might have students rank order a series of causes for a historical event after they have engaged with primary sources...or something along those lines. While PollDaddy is asynchronous in nature, it could also be a nice tool to check for understanding of content.
- #18 Do the ink requisitioning example.....then, have students comment....or create their own fotobabble’s...or other products to answer the questions.
- #20 Dropbox is a cloud-based storage site...an online, sharable place to store files. When you get a Dropbox account, you are provided with 2 GB of storage for videos, images, audio clips, etc. You can get additional storage by having people sign up to Dropbox, and other ways that the site posts randomly. So, Dropbox is a great site for hosting primary sources, and then sharing with others. Within Dropbox, there is a great deal of flexibility to create as many folders as you like, share individual folders with specific groups of people, and to get links directly to shared documents. You can install Dropbox on laptops, desktops, smartphones, and tablets, and have access to any of your Dropbox files from any machine you use. From a learner perspective, students can create and share folders with content...sources, drafts of narratives, useful information, or anything else, and then share with a specified group of individuals. Additionally, it can be used as a place to submit activities. So, if an instructor had students create videos where they discussed the results of their analysis of a series of sources, the video could then be uploaded to Dropbox and shared with the instructor. If you have students create websites using tools like Spruz or Weebly, they could store supporting materials, such as audio or video in their Dropbox account, make them public, and then link to or embed them in their sites. So, Dropbox has quite a bit of functionality for both teachers and students. PULL UP MY DROPBOX AND WALK-THROUGH QUICKLY...talk about collaboration, linking, and working with folders.
- #21 Tizmos is a tool that allows you to share websites and videos with your class using visual bookmarks. CLICK ON LINK AND WALK THROUGH QUICKLY. With the free account, you are allowed one folder, and can include up to 30 tizmos. The visual nature of tizmos is great for some students, as it gives them a preview of the content. Resources can be organized by topic, or a specific project, and the site is extremely easy to use. One of the benefits of such a tool for scaffolding is that it keeps students focused on the topic at hand....unlike what might occur if they were to do a search on their own. This is particularly useful with younger students, as well as those with limited experience with the content or with technology. There are also privacy tools that allow you to control who can see what. As a tool for students, they can collect and organize resources, tag them, share them...and then utilize them when piecing together a plausible narrative.
- #22 Diigo is a social bookmarking tool with some neat educational applications. First, a social bookmarking tool is similar to the bookmarking or favorites tools on your browsers. However, rather than being accessible from only a single computer, social bookmarks are cloud-based and linked to your user account, so they are accessible from any computer or mobile device with Internet access. There are a few popular social bookmarking tools, such as Delicious—which is more web 2.0-like in appearance, and iKeepBookmarks, which is more old-school desktop-like in appearance, allowing for the creation of folders and sub-folders rather easily. PULL UP DIIGO IN FIREFOX AND SHOW DIIGOLET. ALSO, PULL UP DIIGO AND WALK THROUGH MY SITE....I am particularly fond of diigo because of the Diigolet applet, which allows you to highlight, annotate, share, and read sources at a later date, rather easily. In the example on this slide, I have highlighted a sentence and started a Sticky Note. I can then share this annotated site with students or other teachers. I can also tag sources, provide descriptions, and do much more...all with the diigolet applet. So, as a teacher, I could, again, share a specified collection of sources, provide highlights and notes for the selection, I could share either the original source or the annotated source very easily...and at any point in the instructional process. So, if I wanted students to work with a source, but wanted to provide some issues to consider or thoughts, I could easily provide the annotated link at a specific point in the activity. Students can also work with sources, highlight important aspects, make notes, and then save for use in the larger task of constructing a plausible narrative.
- #23 Sort of a combo of Dropbox and Diigo…collect and annotate. There is a web clipper for all major browsers, but in Chrome, there is quite a bit more functionality, as it allows you to mark up a page. You can share clips, view them in Evernote, search for related content, create notes and lists, set up reminders, and organize sources and class materials. OPEN EVERNOTE...and WALK THROUGH THE EXAMPLE If I pull up one of my notes, might provide some notation related to this cartoon....and then a task at the end. For example, you might mention that this political cartoon was published around the time the Soviet Union tested their first atomic bomb, which only heightened the anti-Communist sentiment of the time. Consequently, Joseph McCarthy began to increase his “witch-hunt.”....and nearly anything people did could be interpreted as un-American. This is illustrated in this cartoon. I might follow up with some questions related to the cartoon....such as....What do you see here? What elements of the cartoon support this assertion. Who are the individuals in the cartoon? What is the significance of the map in the back? What is occurring with the map? What is the underlying theme of this cartoon? Then, I could provide instructions on everyone to respond in a traditional paper/pencil format...or even to create their own NOTE in EverNote responding.
- #24 Another tool that is useful for both teachers and students to organize content is Zotero, which is similar to the bibliographic tool End Note....but it is a cloud-based version. With Zotero, you can collect PDFs, images, audio, video websites, and other document types, organize them into various collections, cite sources, and share or collaborate with others. The screenshot here is of the downloadable software, but you can also add plug-ins for your browsers. Then, what Zotero does, is pulls in all of the associated data for a particular source. Because of limitations to installing software at my university, I am unable to install Zotero to show this feature, but we can take a quick look at the type of information that will be pulled in, as well as how you would do it. OPEN FIREFOX AND GO TO ZOTERO.ORG...Here, you see there are browser plug-ins, which are really useful. When you install these and go to a site, where you want a resource, clicking on the Book icon in your browser, which is not here because of a compatibility issue, will pull in all of the bibliographic content related to the source. PULL UP THE UNTITLED SOURCE IN ZOTERO AND LOOK AT THE TYPE OF INFORMATION IT WILL PULL IN. So, I hope you see how this is a very powerful tool for engaging students with primary sources and scaffolding the experiences. Students can then work with these sources, cite them automatically and appropriately, when using them in other tasks of the historical inquiry process. Also, with the plug-ins and desktop software, this information can be accessed and shared from any site.
- #26 The first tool is Gimp....which is one of two actual software applications discussed today. As you’ve noticed, most of the tools that I have addressed have been cloud-based. Gimp is different in this regard. Essentially, Gimp is an open source Image Editor...much like PhotoShop. I’m not going to pull up the interface, as it is illustrated here, but it has much of the same functionality of the more costly Photoshop. Gimp is free, and can be downloaded at gimp.org. From an instructional standpoint, Gimp allows students to either create images from scratch, or edit existing images. For example, if a student wanted to highlight a specific element of a primary source, they could simply use arrows or shapes to do this. Additionally, they could zoom in on a specific aspect of an image, crop certain elements out of an image, overlay images, or add text to an image or series of images. Images could be used by themselves to piece together a plausible narrative. However, it is more likely that images would be used in conjunction with other media, such as text, to provide a more comprehensive narrative. While there are many scaled down image editors, one that we’ll look at in a bit, Gimp allows for a wide array of image edits...from the very basic to rather advanced. One drawback of Gimp is that it is a standalone tool, so it does not facilitate collaboration or possess other pedagogical advantages of many of the web 2.0 tools addressed throughout this series. However, images created in Gimp could easily be shared via web 2.0 tools to support additional pedagogical advantages.
- #28 Dipity is a multimedia-based timeline creator that allows for the creation of timelines featuring audio, video, graphics, social media, and other timelines....a great fit for the history or social studies classroom. Let’s take a quick look at how easy it is to use this tool to facilitate the development of a plausible narrative. PULL UP AND WALK-THROUGH.
- #32 iBooks Author is our next tool. Similar to Gimp, it is a standalone tool for use on Macs. It allows you to create multimedia-based books of any length, integrating text, images, reviews, interactive images, 3d tools, charts, and other mechanisms. These books can then be shared via iTunes for use on the iPad, iPhone, or iPad mini. Let’s take a quick look. PULL UP AND WALK-THROUGH.
- #33 The first tool is voxopop, which is essentially an audio-based discussion forum. So, all of the benefits of discussion forums apply here—such as the asynchronous nature allowing for more reflection--but it also allows for much richer interaction because students are having an audio discussion, rather than a text-based discussion. PULL UP MY VOXOPOP ACCOUNT AND DO A QUICK WALKTHROUGH. From an instructional standpoint, the teacher might provide a prompt related to a primary source or a historical event...and students could then address the prompt via the audio-discussion talkgroup set up by the teacher. As with other tools, there are privacy settings that allow for control of access to the talkgroups, and Voxopop postings are extremely easy to create. As a tool for students, collaborative talkgroups could be established to allow for small group collaboration. One nice feature of Voxopop is that you can add or include Discussion Zones with a TalkGroup. This allows you to group similar discussions together. So, if you were working with a specific topic or various perspectives on an event....perhaps having a Voxopop debate, you could have studnets post their individual or small group perspectives in appropriate discussion zones. This is also a community, so teachers and students can conduct searches for related content posted by others.
- #34 No sign-up. Wordle is a great tool for text analysis and can be useful in helping design and put together a narrative. One thing that is nice about Wordle is that no sign-up is needed. So, students simply take a chunk of text, paste it into the text box at Wordle.net and analyze the results...even copying the resulting Word Web. The resulting analysis can be used in the design and development of the narrative. PASTE JOSEPH MCCARTHY SPEECH.
- #35 A second tool we are going to look at is Storify, which is essentially an online story creator, which allow for the inclusion of a wide array of web-based media, such as social media integration...such as tweets and Facebook/Google Plus posts, video via YouTube, images via Flickr and Instragram, and then basic web links and search results. Then, after a story is completed, the author is given a URL to share with whomever they wish. PULL UP AND WALK THROUGH.
- #37 Google Drive is our next tool, and is a very robust tool for facilitating the design and development of narratives. Google Drive has a great deal of functionality and allows students to collaboratively create text documents, PowerPoint-type presentations, forms, drawings, as well as a variety of other products—using MORE APPS. Tools with similar functionality to the things we have been talking about today are present in the MORE APPS section of Google Drive. PULL UP AND WALK-THROUGH.
- #39 These are just a few examples, and I hope that you saw that many of these tools could be used for both hooking students and for questioning. All of these are very easy to use and many allow for access from mobile devices, which is an emerging trend we are seeing in K-12 and higher education.