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Teaching Global Studies with Technology
Justin ReichTom Daccord
EdTechTeacher.org4/23/10
Friday Afternoon Goals• Ask “Why Teach with Technology?”• Review Backwards Planning• Introduce Shneiderman’s Collect-Create-
Relate-Donate Framework• Examine effective search strategies for social
studies teachers– Open Research vs. Guided Inquiry– Search Directories vs. Search Engines– Advanced Google search– Assessing Credibility
Why Teach with Technology?
1. Whoever is doing most of the talking, or most of the typing, is doing most of the learning (and the more people listening the better)
2. The more ways we put ideas in our head, the more likely they are to stay there
3. Learners need to be both independent and effective collaborators- technology can scaffold both
Two Helpful Theories• For designing courses, unit plans and
projects: Backwards Design
• For designing technology-based lessons: Collect-Relate-Create-Donate
Backwards Planning
See Wiggins and McTighe, Understanding by Design
Develop lesson activitiesHow will you prepare students to master the goals and succeed on the
assessment task?
Design assessment tasksHow will students demonstrate their developing mastery of those goals?
Select learning goalsWhat do you want students to learn by the end of the lesson or unit?
Collect-Relate-Create-Donate
Students Should…• Collect the information needed for the
performance of understanding
• Relate to one-another in collaborative learning groups
• Create meaningful, authentic performances of understanding
• Donate their work to a broader audience
Collecting information:Open Research vs. Guided
Inquiry• Students are free to
search broadly across Web and library resources
• Students are responsible for assessing credibility, bias, and effectiveness
• PRO: Students develop needed media literacy skills
• CON: Much more time-consuming, higher risk of failure
• Students focus on interpreting selected documents and resources
• Students are responsible for assessing bias and effectiveness
• PRO: Focus on interpretation over search; less time-consuming; lower failure risk
• CON: Well, it’s not research
Textbook and Lecture Selected
Resource “Packets”
Library Pathfinders
Online Search Directories
Teacher-Created
Custom Search Engines
Original Scholarly Research
Scaffolded Research Projects
Open Inquiry
Guided Inquiry
Search Engines vs. Search Directories
• Index the entire Web• Rank sources based
on popularity (incoming links = votes; popular sites have more votes)
• Provide no editorial filter
• Google.com
• Index selected sites• Rank or organize
sources based on editorial opinion
• Provide an editorial filter on content
• Besthistorysites.net
Best of History Web Sites
Internet History Sourcebooks Project
Google Custom Search
Video Tutorial
Advanced Google Searching
Video Tutorial Part I
Video Tutorial Part II
Key Words and Searching
Assessing Credibilitya. http://zapatopi.net/ treeoctopus/b. http://newdeal.feri.org/c. http://www.dhmo.org/d. http://www.bigredhair.com/boilerplate
A few things to do to prepare for tomorrow:
• Define your learning goals
• Explore besthistorysites.net
• Experiment with Advanced Google searching (create your own Google Custom Search Engine?)
• Identify content that could be central to your learning project