Meet Harriet Tubman: The Story of a Web Site

Meet Harriet Tubman: The Story of a Web Site by Patty Taverna, Terry Hongell

The article tells the story of how a second grade class created a historical web site to help them and other grade school students better understand the life and times of Harriet Tubman. The site used the student's art, quizzes, and exorcises to show the historical context of Miss Tubman life. The students made a cyber Underground Railroad to highlight Tubman's work freeing slaves. The site also gave students a chance to interact with history and learn how technology could empower them to pass on what they had learned to others. I think that this website was a good use of their time. A website once it is finish can be used by future students. So with a little front work the site will continue to give and give.

Q1. How could a educator use websites or web pages as learning tools?

A1. Going be on the website described in the article, students could create person web pages to show what they learn about a subject. The web pages could be used as a tool not only to measure what student learn about a subject but to measure other student skills. 

Q2. How could the student's website be a help to other students?

A2. The website, along with being a great way to get information about Harriet Tubman to students, could be used to inspire other students. The fact that the site was made by their peers is a great way to show students what is possible.

Quilting Our History

Quilting Our History: An Integrated Schoolwide Project by Cassandra Van Buren and Deborah Aufdenspring

The article tells the tale of a cross curriculum project by the student of the New Technology High School in Napa, California. The students, working groups, tackled different areas of a multimedia CD-ROM that covered local history. The groups worked in areas like: Design, Artistic Design, Interface Design, History, Genealogy, Artifacts, Publishing, and Video Documentation. The work of these group was coordinated into the final CD like pieces of a quilt coming together. The scope of this project was very large with students using county records and interviewing people outside of the school. The project was a great way to teach more than just education requirements. The students had the opportunity to experience real work place scenarios. At one point in the project there was a conflict with software and the student groups started blaming each other. The teachers used the conflict to point out the important of moving past blame and working together to fix the problem. I think that this type of project is great way to open students minds to all the possibles of technology. The interaction of one group with another creates real world learning. The main problem with idea is the size and effort needed to create the project. Teachers had to work during the summer with out pay to create the project. I think this type of educational experience needs to be integrated into the regular curriculum.

Q1. How do you create a project like this on a smaller scale and make it easy to use in many different school setting?
A1. The question is hard because the idea of the project is to draw on large group of students to create dynamic learning and to make it smaller may defeat the main purpose of the project. One simple idea would be to create a classroom wide project that uses a lot of the same elements and covers the curriculum requirements.

Q2. What about students who have trouble working in groups or students who try to slide by on the work of others?
A2. The groups would need some from of individual accountability and I do not think that all standards can be met in group work. The groups can work to inspire all students because most high school students want to please their peers more than teachers.

Whole-Class Inquiry: Social Studies

Whole-Class Inquiry: Social Studies
By Stephanie van Hover and Meghan Van Horne

Van Hover and Van Horne article demonstrates how the technology of the web and the digital projector can enhance the learning of students in a whole class setting. They point out how some students do not get a well rounded understand of social studies when reading individually. The area of study they highlighted was learning about how the government works. The project they design was a simulation on a new amendment is added to the Constitution. Using a PowerPoint to engage the student interested and lay down the basics. The students were ask to take on the rolls of congressman, advisers and petitioners to look into the workings of the government. The teachers coaches and encouraged student to come with questions and ideas for legislation and then work it through the system. I think that this approach of using technology and interactive learning is more effective than just studying books. The time and energy to create the simulation would be small compare to the benefits of learning the student would derive.

Q1.How could this type of technology be use for other curriculum?

A1. Math curriculum is a great area to use PowerPoint for group learning. A good simulation for the understanding math in the real world is have the students design and build something. A great building idea that the student could use a lot of math to make is a deck.  

Q2. How would I use whole class learning in a high school social studies?

A2. The use of reenactments gets students involved in the learning process instead of being passive receptors. The students could take on the rolls of history figures and answer question from their follow students. They could also make a PowerPoint and present it to the class.

Lewis and Clark: An Online Odyssey

Lewis and Clark: An Online Odyssey, By Gail Lovely

Gail Lovely highlights what the Internet has to offer students of all age who are attempting to discover information about Lewis and Clark. The article also list many helpfully links to websites with Lewis and Clark themes. She presents ideas on how to use the web in sections by age groups. For Kindergarten through Second grade show how you could use dogs breeds that travel with the Corps of Discovery. The students can look at pictures of dogs and connect them with the breeds of Lewis and Clark. Gail shows how older student could use the Internet to create, writing, visual and research projects. I think that she present very good information and easy to use ideas for all teachers. She also connects the lesson idea with Web sites.

Q1. Would this type of project be good in the classroom?

A2. I think this type of Internet project is great use of the technology. The cost is small and the time to create is not great.

Q2. How would I use the Internet in a high school class?

A2. I would help the students to learn how to use the Internet to access good information for research.

Updating the Research Paper

Updating the Research Paper, by Werner Liepolt

The author of this article describes creating a new lesson plan for high school juniors. At Staples High School in Westport CT., the students using hand written notes, cards, outlines on their research projects. Liepolt integrated the newer technologies that are easily available like: spreadsheets, mind maps, outlines, Internet and PowerPoint. A new unit of research study was developed over the summer and implemented across many classrooms. The unit trained students in using the new technology for their research papers. An online component, consisting of power points, training and ideas for developing research papers, was presented as well as the in class work. Students were able to save notes and create outlines without carrying around lots of pieces of paper that can become disorganized. The teachers found that students first drafts, for the most part, were further developed than in the past. I found it interesting that there was still a high school that would be using older concepts of note taking and outlining. With most of the business world completely committed to Microsoft's office, it seems to me very important that students should be trained on all levels of this software. The process of collecting and storing information digitally should be integrated into education at the earliest possible levels.

Q1. What is an idea on how I could use technology for research papers?

A1. I really like the idea of students using mind maps and visual aids, like power point, in brainstorming ideas for research papers. The use of visual images in developing historical research papers can be very strong and help engage the student in the subject that they are researching.

Q2. What are some of the drawbacks of new technology?

A2. The main drawback I can see to the moving away from all hand written notes and documentation in creating research papers would be the temptation of students to plagiarize information from digital sources. The teacher has to be vigilant against this type of cheating and reinforce the ideas of Digital citizenship to the students at all times.

Making History on the Web

Making History on the Web
By Mary Delgado and Char Harteau

This article tells the tale two teachers, one working in the classroom, one working a online, to teach a middle school history class. The web base curriculum introduces the students to the material related to the historical subject. The pilot program taught student two units of United States history. The students would receive online instruction on their assignments for the week. Mary set up and worked the online section of the class. Char work with the students in class. The web pages the students were assigned to work with were fill with information. Mary picked colorful graphics and exciting link to engage the children in history. After the first couple units, student were ask to create a unit of their on a subject of US history that interested them. The students were able not only to apply their historical knowledge but their tech knowledge. They used web as a tool for their research on their unit. I think this joint in class and web base education can be really effective but the cost and ability of student to access the technology has to be factored in when attempting this type of project. Wisconsin Conservatory of Lifelong Learning middle school were this program took place is a special setting and would have many advantages when developing this tech base class. The cost of using the web base class would be prohibitive to many schools. I think that where available web base can be a great add-on but the classroom base technology should be the first priority of educators.

Q1. How would I use Internet in the history classroom?
A1. I would use the Internet as a primarily as a research tool in the class or library where the students could be monitored and instructed on the proper verification of web sources. The eduction in information verification would be helpful to students for life in general.

Q2. Should the development of these type of web base classes be continued?
A2. I think that the future of eduction will involve a great deal of distance learn at all levels of the education process and all types of experimental programs need to be tried. I think that the technology change so fast that there is danger in spending to much on untested ideas without enough data on their effectiveness.

Software Review: Learning.com

Web Browsing: Research and Citing Sources Grades 6-8
http://learning.com/


Review:

I found the web browsing tutorials entertaining and they refreshed some aspects of my knowledge of a Internet. The tutorials and gave me a deeper understanding of some of the technical terms behind how the Internet works and what many of the abbreviations mean. Many of the concepts were old hat but it is always good to review. These tutorials look like they would be very entertaining to younger student's first learning the Internet. They would make a good break to a normal classroom structure. The tutorials have one drawback in the that the length of their presentations might not allow them to be used within classroom time constraints. The fact that in many classroom settings the use of outside computers might not be equal for all students could limit the use of these online lessons.

The main problem I had with this assignment was a slip of my foot that unplugged the computer and cost me half of the work that I had already done. The lesson that I learned from this was that it is important to save your work frequently. The saving of work is even more important when using computers in a new or unfamiliar setting. The loss of work due to a unexpected computer shut down, literally had not happened to me in years so I had grown complacent and this experience will help me be more diligent.

Browsing Basics
Digital Citizenship
K-12 (5) Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
K-12 (5)a advocate and practice safe, legal, and responsible use of information and technology.

Technology Operations and Concepts
K-12 (6). Students demonstrate a sound understanding of technology concepts, systems, and operations.
K-12 (6)a. Understand and use technology systems.

URLs
Creativity and Innovation
K-12 (1) Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
K-12 (1)a. apply existing knowledge to generate new ideas, products, or processes.

Communication and Collaboration
K-12 (2)Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
K-12 (2)a.interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.

Technology Operations and Concepts
K-12 (6). Students demonstrate a sound understanding of technology concepts, systems, and operations.
K-12 (6)a. Understand and use technology systems.

Web Searches
Research and Information Fluency
K-12 (3) Students apply digital tools to gather, evaluate, and use information.
K-12 (3)a. plan strategies to guide inquiry

Critical Thinking, Problem Solving, and Decision Making
K-12 (4) Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
K-12 (4)a. identify and define authentic problems and significant questions for investigation.

Digital Citizenship
K-12 (5) Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
K-12 (5)a advocate and practice safe, legal, and responsible use of information and technology.

Validity and Sourcing
Creativity and Innovation
K-12 (1) Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
K-12 (1)a. apply existing knowledge to generate new ideas, products, or processes.

Communication and Collaboration
K-12 (2)Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
K-12 (2)a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.

Digital Citizenship
K-12 (5) Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
K-12 (5)a Advocate and practice safe, legal, and responsible use of information and technology.

2007) International Society for Technology in Education. Retrieved 03/02/2009, from http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007.htm