Upload
glynnworth
View
224
Download
0
Embed Size (px)
Citation preview
8/7/2019 e6925 m4 a1b Ainsworthg-e6805-Collaboration
1/21
Running Head: COLLABORATION
1
Integrating Technology into the Social Studies Curriculum
Module 7: Assignment 3
Group A: Glenda Ainsworth, Karen Dunker
Integrating Technology Into Classroom Curriculum: E6805 UA
Dr. Cedrick Gilbert
Argosy University
February 25, 2010
and
Collaboration Reflection
Module 4, Assignment 1
Glenda Ainsworth
E6925: Capstone Project
Dr. Cynthia Mishlove
Argosy University
March 12, 2011
8/7/2019 e6925 m4 a1b Ainsworthg-e6805-Collaboration
2/21
COLLABORATION 2
Collaboration Reflection
Collaboration, or the act of working in cooperation with others, is an essential part of learning
and helps create effective teams in relation to academic projects. In today's world, people collaborate
effectively when they share, exchange and distribute information in a variety of ways (Henrico, 2011).
Email, chat rooms, Wikis and video conferencing are common ways to collaborate within the online
community. According to Merchant (2009) Wikis provide provide resources through which students in
many locations can collaborate. Many students at Argosy University communicate via the chat rooms
and email, and also the occasional phone call that has also been necessary at times.
Collaboration of resources and knowledge comes about for various reasons. Some scholars
collaborate because they need certain data, because it is time efficient, or when they lack the expertise
to take the next step in the project or research (Harley, Acord, & King, 2010). Others collaborate to
produce shared works that fulfill the requirements of specific courses or classes.
Merchant (2009) sees collaboration as a way to stress social participation and to advocate
sharing and working together, but successful collaboration is not always easy. At Argosy University
students avoid arguments and conflicts that might cause misunderstandings and hurt feelings during
their chat room communications by maintaining an agreed upon code of conduct. Namsock, Nielsen,
and Chan, (2010) indicate that misunderstandings occur because on-line communication makes it
difficult to process social and emotional cues. This is true at Argosy University as well, but with
multiple email messages and questions students work through the confusion and reach the
understanding necessary to complete their work. Beames, Klenowski and Lloyd (2010) suggest that
modeling the social elements during the collaboration process, such as social protocols, is considered
fundamental to success.
Jahnke (2010) also indicates that collaboration can bring students up to the same level of
understanding "for a particular task" (p. 232). This is true for students who are not afraid to ask
8/7/2019 e6925 m4 a1b Ainsworthg-e6805-Collaboration
3/21
COLLABORATION 3
questions of their peers or those who read other student's work to get a glimpse of the greater
knowledge available.
This teamwork project in this example has been a process of getting to know the subject of
integrating technology into the curriculum and also learning from my fellow classmate. Dalsgaard and
Paulsen (2009) propose that collaborativelearning requires participation in a learning community but
limits individual flexibility. This has not been the case with this group project. Instead there has been
creative flexibility, the rewarding social participation, the working through the confusion, and that sight
of greater knowledge from peers and instructors.
8/7/2019 e6925 m4 a1b Ainsworthg-e6805-Collaboration
4/21
COLLABORATION 4
Integrating Technology into the
Social Studies Classroom Curriculum
Roblyer (2006) proposes that: "just as different learning needs call for different teaching
methods, effective technology integration depends on a well-planned match of needs with resources
and teaching strategies, along with classroom conditions that support them" (p. 36). Schools that
prepare students by integrating technology into the curriculum also help students become competent
and proficient technology users (Argosy, 2010). Integrating technology is more than just plug and play,
it is identifying and assessing the technology needs, determining the strategies and tools;
implementation of the program; and finally, after implementation, the process begins again with
assessing how the technology accomplished its goals.
Components of Curriculum
This project integrates technology in the Social Studies curriculum for middle grade school,
grades 6-9. The components of the curriculum are Geography, U.S. History, Civics and Economics
with one project from each class identified for technology development.
Curriculum Evaluation
According to Argosy (2010), some important issues to consider when selecting instructional
software include addressing learner needs and evaluating the effectiveness of the applications and its
relevance to the lesson. The four components of the unit pertaining to Social studies, for middle grade
students, include Geography, Civics, Economics and U.S. History. The technology that was integrated
into these components reflects the learner needs of this cohort, as well as, their relevance to the lessons
objectives. Students in this age range, according to Argosy, (2010) are referred to as the neo-
millennials. Hence, these students were born in the year 2000 and after. Their learner needs are
described as needing cooperative learning experiences, a preference for a teacher that implements a
constructivist approach, and the need to utilize multi-media sensory learning experiences due their
8/7/2019 e6925 m4 a1b Ainsworthg-e6805-Collaboration
5/21
COLLABORATION 5
tech-savvy skills.
In order to meet this generations learner needs, the four components were designed utilizing a
constructivist approach combined with technology such as the Internet, PowerPoint, interactive map
and world atlas websites, and web-hosting websites. According to Roblyer (2006), integrating
technology into the lessons that are designed with utilizing a constructivist approach, including
cooperative learning experiences, discovery, addressing real-life situations and group activities that
foster group problem-solving to create group PowerPoint presentations, a group website, utilizing
interactive map websites and desktop publishing software to create a travel brochure, are beneficial for
students. Hence, these lessons serve to facilitate the development of higher ordered thinking as students
collaborate together to comprehend, apply learning, analyze, synthesize and evaluate data.
Areas of Technology Integration
Social Studies provide a myriad of possibilities with regards to integrating technology into the
curriculum. In this report the focus has been on Geography, U.S. History, Civics and Economics.
Additional areas of focus could be religion, humanities or the natural sciences.
Consider these important points integrating the sources and resources of technology and
integration. Students need to know how to locate, critically evaluate, use, and communicate through
technology resources. Students need to know about the hardware, how to use the devices and how to
prepare multimedia presentations. Students need to know how to comprehend the language of visual
images and how they play a role in communication. Students need to know how to separate out bias
and inaccuracies and learn to question the validity of what they see and read (Roblyer, 2006). Taken
into consideration when building a Social Studies curriculum, these objectives can provide a course of
action or itinerary to fledgling and veteran teachers alike.
Technology Integration Strategies
The five technology integration strategies that were used in conjunction with the four
8/7/2019 e6925 m4 a1b Ainsworthg-e6805-Collaboration
6/21
COLLABORATION 6
components include cooperative learning, discovery learning, problem-solving, inquiry teaching and
case study-based learning. Cooperative learning reflects activities that are designed for small groups
and in each of the four components, cooperative learning is utilized. Hence, it promotes intellectual, as
well as, social/emotional development as students learn to share ideas, negotiate, problem-solve and
establish group roles (Seifert & Hoffnung, 2000).
In the lesson pertaining to U.S History, the students work collaboratively to utilize the internet
and select a famous African American leader. Additionally, they are to answer a specific set of
questions related to birth place, death (if relevant), family and marriage, educational background and
major contributions and then present these components in a PowerPoint presentation.
Discovery learning involves students posing questions and seeking answers. In essence,
utilizing this strategy requires the student to know something before they can discover something
(Orlich, et al., 2007). In the Geography activity the student is required to select a geographical location
and create a brochure utilizing desktop publishing software including location, travel schedule,
historical sites etc. The student enters into the activity with some information about locations, time
zones and perhaps some historical information, but lacks a more in-depth understanding that will come
from the discovery experience of researching and acquiring the data through the internet, interactive
map and world atlas websites.
Problem-based learning involves questions that are presented to the student to be solved.
Additionally, the strategy of inquiry teaching is also utilized in this lesson as students must investigate,
analyze data and draw conclusions. In the lesson on scarcity pertaining to the Economics component,
students work collaboratively in groups and research economic scarcity after a devastating earthquake
as it might pertain to real life. They utilize the internet for research and then evaluate, analyze and
synthesize their data and create a PowerPoint presentation.
Case study based learning is a method that involves group discussions pertaining to real-life
8/7/2019 e6925 m4 a1b Ainsworthg-e6805-Collaboration
7/21
COLLABORATION 7
situations with the goal of building knowledge. In the lesson on citizenship pertaining to the component
of Civics, students are asked to take an in-depth look at the role of being a citizen pertaining to rights
and responsibilities. Additionally, they are asked to investigate ways citizens can take part in civic life.
After gathering all data using the Internet and various websites, students will analyze, evaluate and
synthesize information and create a website to share with others.
Technology Integration Tools
The tools used for this curriculum development are Microsoft Word and other text editing
programs, desktop publishing programs, PowerPoint and other presentation software, and free
website hosting, along with various Internet sites including roadmap websites, atlas of world maps
websites, and African American leaders websites.
Using Microsoft Word as a technological tool has been found effective especially for students
with learning disabilities. Hetzroni and Shriever (2004) state "Illegible handwriting, spelling
mistakes, and lack of text organization skills affect the academic outcomes of students with writing
disabilities" and Word can help strengthen these abilities in all students.
Desktop publishing software is designed to permit the student to communicate with specific
audiences. As the students learn the software they are also learning communication skills that
effectively convey an appropriate message to other students and their intended audiences.
PowerPoint and other presentation software are used to teach students to be technologically
competent in the area of multimedia. Students can achieve competence in computer skills using these
software resources in the form of tutorials, student presentations, and creating resources for other
students. PowerPoint presentations as tutorials can be used by students who have missed classes or
who are having particular difficulty in understanding concepts or who may need a refresher for difficult
subjects.
Free WebHosting is a resource that is gaining acceptance in the academic world. Students are
8/7/2019 e6925 m4 a1b Ainsworthg-e6805-Collaboration
8/21
COLLABORATION 8
creating sites that are used by other students as references, but at the student's level rather than a
textbook level. These resources are great for "encouraging future generations to get the most out of web
hosting to support knowledge growth" in various academic areas (WebHostingclue.com, 2009). And
according to Melissa Monti (2005) student created resources have been found to be "good sense and
good practice and appears much more interesting and relevant" than what comes from the teacher
alone.
The various Internet sites used as tools for integrating technology into the classroom curriculum
are only limited by the time it takes to search. Roadmaps website, Atlas of world maps website,
and Great African American leaders website are just a short list of possible websites that could be used
and provide only a starting point for the students to begin their investigation. For instance, in the area
of Geography the possible sites could be found using the key words countries, continents, maps,
landforms, states, aerial maps, cartography, capitols etc. Additionally, as students become familiar with
the subject they are studying they could also be asked to recommend sites that they have discovered.
Plan for Integrating Technology
Geography
Creating a Travel Brochure, Grades 6th-8th, Length of Duration- six weeks
Phase 1: Purpose: To provide students with a collaborative learning experience by giving the
students an opportunity to select a geographical location and utilize desktop publishing programs to
create a travel brochure with pictures, a travel schedule, historical sites and other geographical features
that would want to make visitors go there.
Phase 2: Objectives and assessment: To foster cooperative learning combined with the use of
technology (desktop publishing to create brochure) and (Word to create narrative) and the Internet, in
order to increase students' knowledge of geography, time zones and traveling, historical sites and other
interesting geographical features.
8/7/2019 e6925 m4 a1b Ainsworthg-e6805-Collaboration
9/21
COLLABORATION 9
The following objectives and assessments will help identify student achievement.
1. Objective- student will obtain information pertaining to maps, road and travel distance, and
various locations with the outcome of creating a bibliography. The assessment tool utilized will
include a rubric.
2. Objective- student will participate in a computer lab experience and learn how to utilize desktop
publishing with the outcome of creating a brochure. The assessment will include a rubric for the
final project.
3. Objective- student will report the information obtained with the outcome of creating a narrative
utilizing Word. The assessment tool will include a rubric.
Phase 3: Design Integration Strategies: The following timeline reflects the integration.
Week 1- The unit will be introduced to the class whereby students will be informed of usage of
the Internet to conduct their research on a specific location that they want to focus on, as well as,
websites that the teacher will provide concerning maps and road distance. Examples of completed
brochures will be shown to the students, groups will be formed, and specifics regarding the narrative
and bibliography will be discussed pertaining to expectancies and grading.
Week 2- The students will go to the computer lab and the Media Specialist will conduct training
on usage of desktop publishing.
Week 3- The students will work in groups and conduct the necessary research on the internet
and obtain information for their brochure including location, travel schedule, pictures, and document
sources for bibliography.
Week 4- The students will utilize Word and complete their narrative and bibliography.
Week 5- The students will create their travel brochures utilizing desktop publishing software.
Week 6- The students will present their brochures to the class as a group.
Phase 4- Preparing the instructional environment: Prior to introducing the unit to the class, the
8/7/2019 e6925 m4 a1b Ainsworthg-e6805-Collaboration
10/21
COLLABORATION 10
teacher will prepare a list of necessary websites for the students to utilize; collect samples of completed
brochures; and reserve the computer lab time with the Media Specialist.
Phase 5- Evaluate/Revise: After having previously implementing this unit and evaluating the
outcomes, it became clear that utilizing desktop publishing software to create the brochures provided
more opportunity to develop skills as well as utilizing technology than the prior usage of paper art
materials.
U.S. History
A Famous African American, Grades 6th-8th, Length of Duration- five weeks
Phase 1: Purpose: to facilitate discovery learning with in the context of cooperative learning
groups of 3 students each, combining technology in order to research biographical data to construct a
timeline pertaining to the historical figure. Specific areas include: place and date of birth; place and
date of death or current status; details of early life; marriage/family info; education background; major
contributions and accomplishments.
Phase 2: Objectives and assessment: to foster discover learning in a cooperative learning
context, integrating technology in order to increase student knowledge of chosen historical figure,
major impact on the world, and to develop technology skills.
The following objectives and assessments will help identify student achievement.
1. Objective- student will obtain information using the internet pertaining to famous African
American leaders regarding six specific areas with the outcome of creating a word document
with the detailed information. The assessment tool utilized will include a rubric.
2. Objective- student will participate in a computer lab experience and learn how to utilize
PowerPoint with the outcome of creating a six-slide presentation. The assessment will
include a rubric for the final presentation.
8/7/2019 e6925 m4 a1b Ainsworthg-e6805-Collaboration
11/21
COLLABORATION 11
3. Objective- student will work in groups and create a PowerPoint presentation with the
outcome of presenting final product to class. The assessment tool will include a rubric.
Phase 3: Design Integration Strategies: The following timeline reflects the integration.
Week 1- The unit will be introduced to the class whereby students will be informed of usage of
the Internet to conduct their research on famous leaders, as well as a website to facilitate the search.
Example of completed PowerPoint presentation will be reviewed by the class as well as the
expectancies and grading.
Week 2- The students will go to the computer lab and the Media Specialist will conduct training
on usage of PowerPoint or other presentation software.
Week 3- The students will work in groups and conduct the necessary research on the Internet
and obtain information for their chosen famous leader and utilize Word or other text editing software
to document the specific six areas provided by the teacher to be included on the presentation.
Week 4- The students will utilize presentation software and work collaboratively on developing
their presentation.
Week 5- The students will present their presentation as a group.
Phase 4- Preparing the instructional environment: Prior to introducing the unit to the class, the
teacher will prepare a list of necessary websites for the students to utilize; collect sample of completed
Power Point presentation; and reserve the computer lab time with the Media Specialist.
Phase 5- Evaluate/Revise: After having previously implementing this unit and evaluating the
outcomes, it became clear that utilizing presentation software such as PowerPoint to create the
presentation provided more opportunity to develop skills as well as utilizing technology than the prior
usage of submitting a written report.
Civics
Role of the Citizen, Grades 6th-8th, Length of Duration- five weeks
8/7/2019 e6925 m4 a1b Ainsworthg-e6805-Collaboration
12/21
COLLABORATION 12
Phase 1: Purpose: to facilitate case study-based learning within the context of cooperative
learning groups of 3-5 students each, combining technology in order to research historical data to
construct a website page pertaining to citizenship and what each student or group of students feel about
what comprises citizenship. Specific areas include: rights of citizens, responsibilities of citizens,
notable examples and why they are important, ways that citizens can take part in civic life (what is
civic life?).
Phase 2: Objectives and assessment: to foster case study-based learning in a cooperative
learning context, integrating technology in order to increase student knowledge of citizenship; the
impact they can have on their world; and to develop technology and social networking skills by
building a website and sharing it with others.
The following objectives and assessments will help identify student achievement.
1. Objective- student will use the Internet and other resources to obtain information concerning the
roles of a citizen in America regarding six specific questions with the outcome of creating a
website with the detailed information. The assessment tool utilized will include a rubric.
2. Objective- students will participate in a computer lab lesson and learn how to create web pages
with the outcome of creating a 6-10 page website. The assessment will include a rubric for the
final website.
3. Objective- student will work in groups and create a website with the outcome of presenting
final product to the class. The assessment tool for the presentation will include a rubric.
Phase 3: Design Integration Strategies: The following timeline reflects the integration.
Week 1- The unit will be introduced to the class whereby students will be informed of usage of
the internet to conduct their research on their roles and responsibilities as citizens of the United States.
A handout with website suggestions will be provided to facilitate the search as well as other key words
that might be used. Students will compile documents, images and commentaries and references to
8/7/2019 e6925 m4 a1b Ainsworthg-e6805-Collaboration
13/21
COLLABORATION 13
include in the website. Example of a completed website will be reviewed by the class as well as a
detailed rubric for grading specific elements (documents, images, commentaries and references) of the
website.
Week 2- The students will go to the computer lab and the Media Specialist will conduct training
on web page development, hosting and maintenance of websites. Students will also continue with Week
1 assignment as needed.
Week 3- The students will work in groups and continue the necessary research on the internet
and obtain information for the questions regarding citizenship and utilize Word to document the
specific six questions provided by the teacher to be included on the website.
Week 4- The students will utilize free WebHosting at a specified free hosting site and work
collaboratively on developing their website and the presentation of the website.
Week 5- The students will present their website as a group, use a rubric to critique the websites
and the presentations of the websites of their peers.
Economics
Scarcity - Productive Resources are Limited, Grades 6th-8th, Length of Duration- five weeks
Phase 1: Purpose: to facilitate problem-based learning within the context of cooperative
learning groups of 3-5 students each, combining technology in order to research scarcity after a
devastating earthquake. Students will research historical data to construct a presentation using
PowerPoint, or other presentation software, pertaining to scarcity and what each student or group of
students could do to prepare for it, prevent it from happening or find other solutions to the problem.
Specific areas of interest include: definition of scarcity, examples from current world situations,
resources that show signs of dwindling, substitution resources, present and future possible
consequences, evaluation of choices.
Phase 2: Objectives and assessment: to foster problem-based learning in a cooperative learning
8/7/2019 e6925 m4 a1b Ainsworthg-e6805-Collaboration
14/21
COLLABORATION 14
context, integrating technology in order to increase student knowledge of the economic problem of
scarcity, the impact of scarcity on their world, and to develop technology skills creating presentations
and sharing them with others. Assessment will be determined by rubric.
The following objectives and assessments will help identify student achievement.
1. Objective- Students will be presented a problem-based learning scenario regarding a small,
secluded community that has been devastated by an earthquake. Students will work
collaboratively to answer the questions of Standard EC.5-8.1: Scarcity - Productive resources
are limited. Therefore, people cannot have all the goods and services they want; as a result, they
must choose some things and give up others. The assessment tool utilized will include a rubric.
2. Objective- Students will use the points expressed in the standards to articulate solutions to the
problem of scarcity and determine possible solutions and consequences of those solutions. After
research and essay writing, students will present their version of the solution to other groups of
students and then debate the best possible solution. The assessment will include a rubric for the
final presentation using PowerPoint or other presentation software. Points expressed in the
standards include the following:
1. Scarcity is the condition of not being able to have all of the goods and services that one
wants.
2. Like individuals, governments and societies experience scarcity because human wants
exceed what can be made from all available resources.
3. Choices involve trading off the expected value of one opportunity against the expected
value of its best alternative.
4. The choices people make have both present and future consequences.
5. The evaluation of choices and opportunity costs is subjective; such evaluations differ
across individuals and societies.
8/7/2019 e6925 m4 a1b Ainsworthg-e6805-Collaboration
15/21
COLLABORATION 15
3. Objective- student will work in groups and create a presentation using PowerPoint or other
presentation software, with the outcome of presenting final product to the class. The assessment
tool for the presentation will include a rubric.
Phase 3: Design Integration Strategies: The following timeline reflects the integration.
Week 1- The unit will be introduced to the class whereby students will be presented a problem-
based learning scenario regarding a small, secluded community that has be devastated by an
earthquake. Students will compile information regarding what goods and services will be available and
what will be scarce or not available. Students will be assigned groups that simulate community
members including demographics, attitudes, levels of preparedness etc. In groups students will decide
on appropriate actions to take before the Community Emergency Committee. Students will research
possible scenarios and solutions using the Internet and other resources provided
Week 2- The students will go to the computer lab and the Media Specialist will conduct training
on presentations using various software and Internet search options including EBSCO and other
database sites that might be available. They will also attend a session with the Library Media Specialist
who will conduct training on APA style, citations and references. Students will also continue with Week
1 assignment as needed.
Week 3- The students will work in groups and continue the necessary research on the Internet
and obtain information for the questions regarding scarcity and will use word processing software to
document the specific points provided by the teacher to be included in the final presentation.
Week 4- The students will work collaboratively on developing their debate strategies and their
presentation.
Week 5- The students will present their presentation as a group using presentation software,
answer questions that debate their conclusions, and use a rubric to critique the presentations of their
peers.
8/7/2019 e6925 m4 a1b Ainsworthg-e6805-Collaboration
16/21
COLLABORATION 16
Social Studies Blueprint
Content Area Activity Strategies
Integrating
Technology
Constructivism/Blooms
Taxonomy
Geography Groups create
brochure
Cooperative learning,
Desktop publishing,
Microsoft Word,
Internet
Collaboration in groups,
Reciprocal learning
Analysis and Evaluation
U.S. History Groups create
PowerPoint
presentation on
famous leader
Cooperative learning,
Internet,
PowerPoint
Cooperative learning,
Critical Exploration,
Evaluation and
Synthesis
Civics Groups create website
on citizenship
Cooperative learning,
Case Study-based
learning, Website
development,
Microsoft Word,
Internet
Cooperative learning,
Collaboration among
learners,
Learning as an active
social process
Teacher engages
students while they are
completing activities
Analysis and SynthesisEconomics Groups create
presentation about
scarcity
Cooperative learning,
Internet, Excel for
graphs, PowerPoint
or other presentation
Collaboration among
learners, Problem-based
learning
Knowledge should b
8/7/2019 e6925 m4 a1b Ainsworthg-e6805-Collaboration
17/21
COLLABORATION 17
software (e.g.
SlideRocket,
OpenOffice Impress,
ThinkFree etc.)
learned as an integrated
whole
Comprehension and
Application
8/7/2019 e6925 m4 a1b Ainsworthg-e6805-Collaboration
18/21
COLLABORATION 18
References
Argosy University. (2010).E6805: Integrating technology in the curriculum: Module four and module
seven. Retrieved fromwww.myeclassonline.com
Beames, S., Klenowski, V., and Lloyd, M., (2010). Matching intention with agency: Lessons from
practice.Journal of Learning Design, 3(2), pp. 50-61.
Buehl, D. (2008). Classroom strategies for interactive learning. Newark, DE: Reading
Association
Dalsgaard, C., and Paulsen, M.F., (2009). Transparency in cooperative online education.International
Review of Research in Open and Distance Learning, 10(3), pp. 1-22.
Harley, D., Acord, S.K., and King, C.J., (2010). Assessing the future landscape of scholarly
communication: An exploration of faculty values and needs in seven disciplines. The Center for
Studies in Higher Education. ERIC search EDS12040.
Hetzroni, O. E., and Shrieber, B. (2004). Word processing as an assistive technology tool for enhancing
academic outcomes of students with writing disabilities in the general classroom. Journal of
Learning Disabilities, 37(2), pg 143-154.
Jahnke, J., (2010). Student perceptions of the impact of online discussion forum participation on
learning outcomes.Journal of Learning Design, 3(2), pp. 27-34.
Merchant, G., (2009). Web 2.0, new literacies, and the idea of learning through participation.English
Teaching: Practice and Critique, 8(3), pp. 107-122.
Monti, M. (2005). No-hands teaching: student-created lessons based on authentic material.
Pennsylvania Able, Fieldnotes. Retrieved from www.able.state.pa.us/fieldnotes.07
http://www.myeclassonline.com/http://www.myeclassonline.com/http://www.able.state.pa.us/fieldnotes.07http://www.myeclassonline.com/http://www.able.state.pa.us/fieldnotes.078/7/2019 e6925 m4 a1b Ainsworthg-e6805-Collaboration
19/21
COLLABORATION 19
Namsock, J., Nielsen, W., and Chan, E.K.H., (2010). Collaborative learning in an online course: A
comparison of commication patterns in small and whole group activities.Journal of Distance
Education, 24(2), pp. 39-58.
Orlich, D., Harder, R., Callahan, R., Trevisan, M., & Brown, A. (2007). Teaching strategies: a
Guide to effective instruction. Boston, MA: Wadsworth Centage Learning
Roblyer, M. D. (2006). Integrating educational technology into teaching (4th ed.). Upper Saddle River,
NJ: Pearson Publishing.
Seifert, K., & Hoffnung, R. (2000). Child and adolescent development (5th ed.). Boston, MA:
Houghton Mifflin Company
Texas Education Code (1998). Technology applications, computer literacy, grades 6-8. Chapter 126.
Texas Essential Knowledge and Skills for Technology Applications. Retrieved from
http://ritter.tea.state.tx.us/rules/tac/ch126.html
WebHostingClue.com, (2009). Students receive free web hosting from Microsoft and Web Fusion.
WebHostingClue.com, Find Reliable Affordable Web Hosting with Review and Guide.
Retrieved from http://www.webhostingclue.com/
http://www.webhostingclue.com/http://www.webhostingclue.com/8/7/2019 e6925 m4 a1b Ainsworthg-e6805-Collaboration
20/21
COLLABORATION 20
Appendix A
Website references used for strategies and topic information
Answers.com. (2011). http://www.answers.com/topic/citizenship
Argosy University. (2010).E6805: Integrating technology in the curriculum: Module four.
Retrieved from www.myeclassonline.com
Black history month links (2010). Retrieved from http://jc-schools.net/techupdate/blackhstry.html#bio
Buehl, D. (2008). Classroom strategies for interactive learning. Newark, DE: Reading
Association
Case-study-based learning. (2010). Retrieved from http://www.crlt.umich.edu/tstrategies/tscbt.php
Definitions of citizenship. (2011). Google Search.http://www.google.com/search?
hl=en&client=firefox-a&hs=ZvI&rls=org.mozilla:en-
US:official&defl=en&q=define:citizenship&sa=X&ei=qrFWTbb8MZC4sAO07sCjDA&ved=0
CBMQkAE
Maps of world (2010). Retrieved from http://www.mapsofworld.com/road-maps/usainterstateroadmap-
product.html
Orlich, D., Harder, R., Callahan, R., Trevisan, M., & Brown, A. (2007). Teaching strategies: a
Guide to effective instruction. Boston, MA: Wadsworth Centage Learning
Problem-based learning. (2010). Retrieved from http://www.crlt.umich.edu/tstrategies/tscbt.phpand
http://www.economicsnetwork.ac.uk/showcase/forsythe_pbl and
http://projects.coe.uga.edu/epltt/index.php?title=Problem_Based_Instruction
Roblyer, M. D. (2006).Integrating educational technology into teaching(4th ed.). Upper Saddle
River, NJ: Pearson Publishing.
Seifert, K., & Hoffnung, R. (2000). Child and adolescent development (5th ed.). Boston, MA:
Houghton Mifflin Company
http://www.answers.com/topic/citizenshiphttp://www.myeclassonline.com/http://jc-schools.net/techupdate/blackhstry.html#biohttp://www.crlt.umich.edu/tstrategies/tscbt.phphttp://www.google.com/search?hl=en&client=firefox-a&hs=ZvI&rls=org.mozilla:en-US:official&defl=en&q=define:citizenship&sa=X&ei=qrFWTbb8MZC4sAO07sCjDA&ved=0CBMQkAEhttp://www.google.com/search?hl=en&client=firefox-a&hs=ZvI&rls=org.mozilla:en-US:official&defl=en&q=define:citizenship&sa=X&ei=qrFWTbb8MZC4sAO07sCjDA&ved=0CBMQkAEhttp://www.google.com/search?hl=en&client=firefox-a&hs=ZvI&rls=org.mozilla:en-US:official&defl=en&q=define:citizenship&sa=X&ei=qrFWTbb8MZC4sAO07sCjDA&ved=0CBMQkAEhttp://www.google.com/search?hl=en&client=firefox-a&hs=ZvI&rls=org.mozilla:en-US:official&defl=en&q=define:citizenship&sa=X&ei=qrFWTbb8MZC4sAO07sCjDA&ved=0CBMQkAEhttp://www.google.com/search?hl=en&client=firefox-a&hs=ZvI&rls=org.mozilla:en-US:official&defl=en&q=define:citizenship&sa=X&ei=qrFWTbb8MZC4sAO07sCjDA&ved=0CBMQkAEhttp://www.crlt.umich.edu/tstrategies/tscbt.phphttp://www.economicsnetwork.ac.uk/showcase/forsythe_pblhttp://projects.coe.uga.edu/epltt/index.php?title=Problem_Based_Instructionhttp://www.answers.com/topic/citizenshiphttp://www.myeclassonline.com/http://jc-schools.net/techupdate/blackhstry.html#biohttp://www.crlt.umich.edu/tstrategies/tscbt.phphttp://www.google.com/search?hl=en&client=firefox-a&hs=ZvI&rls=org.mozilla:en-US:official&defl=en&q=define:citizenship&sa=X&ei=qrFWTbb8MZC4sAO07sCjDA&ved=0CBMQkAEhttp://www.google.com/search?hl=en&client=firefox-a&hs=ZvI&rls=org.mozilla:en-US:official&defl=en&q=define:citizenship&sa=X&ei=qrFWTbb8MZC4sAO07sCjDA&ved=0CBMQkAEhttp://www.google.com/search?hl=en&client=firefox-a&hs=ZvI&rls=org.mozilla:en-US:official&defl=en&q=define:citizenship&sa=X&ei=qrFWTbb8MZC4sAO07sCjDA&ved=0CBMQkAEhttp://www.crlt.umich.edu/tstrategies/tscbt.phphttp://www.economicsnetwork.ac.uk/showcase/forsythe_pblhttp://projects.coe.uga.edu/epltt/index.php?title=Problem_Based_Instruction8/7/2019 e6925 m4 a1b Ainsworthg-e6805-Collaboration
21/21
COLLABORATION 21
What does citizenship mean? (2008). Retrieved from
http://www.citizenorange.com/orange/2008/03/what-does-citizenship-mean.html
World atlas explores your world (2010). Retrieved from http://www.worldatlas.com/aatlas/world.htm
http://www.citizenorange.com/orange/2008/03/what-does-citizenship-mean.htmlhttp://www.citizenorange.com/orange/2008/03/what-does-citizenship-mean.html