Project-Based Learning in an Information Technology Environment- by David Moursund

This article is about project-based learning in the classroom and how to incorporate information technology in order to increase its value in curriculum, instruction, and assessment.  The author highlights nine different characteristics that are required to successfully use a project-based learning assignment that incorporates information technology: 1) They are learner-centered 2) They have authentic content and purpose 3) They are challenging 4) They involve the design and development of a product, presentation, or performance 5) They require collaboration and cooperative learning 6) They allow incremental and continual improvement 7) They are teacher-facilitated 8) They have explicit educational goals, and 9) They are rooted in constructivism.  It is not necessary to have every single one of these characteristics for every project, but they are certainly a good starting point for any successful IT-assisted project-based learning lesson.  It is very important that PBL be very learner centered.  That means that students should have some liberty when choosing a topic, and they should also be able to shape their projects to fit their own interests and abilities.  I feel that learner centered lessons is the most important characteristic out of the nine.  My next favorite characteristic is that the projects should be challenging.  If a project requires a large chunk of time to finish, possibly an entire semester or year, then it requires students to learn how to manage their time and schedules properly in order to finish the project on time.

Q1:  As a history teacher, how might I use some of these characteristics when using PBL?

A1:  I know that I will be using a lot of PBL activities in my classroom.  It is important that I keep them very learner-centered in order to keep students interested and motivated to work on them.  Also, I will try to explicitly link these projects directly to historical issues and problems.

Q2:  Which one of these characteristics is most important to a history class?

A2:  I think that characteristic #2 is the most important for a history class.  It states that, "Many projects focus on authentic, difficult, and current real-world problems, such as environmental or social problems.  The purpose of the project is to help solve such problems, which are complex and have no simple solutions.  This sort of project requires students to do research that draws from many sources of information.  Such sources may be complex and contain contradictory pieces of information.  Many projects require empirical research."  As a history teacher, it will be my goal to get students to think outside of the box when it comes to answering questions about current real-world problems as well as those from the past.  One thing that I am going to do in my classes is have my students regularly report on current events and relate those current events to something similar in the past.

"Us" and "Them":  Multimedia Explorations of Prejudice and Intolerance in American History - by Ilana Rembelinsky

First of all, this article is quite similar to many of the articles I have explored so far this semester regarding technology in the history/social science classroom.  It is very rich in the use of technology as a tool to create new and innovative ways to teach history.  The project allows students to study and explore primary sources using technology in ways not possible without access to multiple technological tools.  The project consists of reading stories of prejudice and intolerance from the SPLC's Us and Them.  Work on the project includes scanning images, using video cameras, word processors, and more.  As a future history teacher, I would love to be able to incorporate projects similar to this into my curriculum.

Q1:  How realistic is actually being able to do something like this when I become a teacher?

A1:  Not very likely at all.  Unfortunately, most school districts across the nation these days are suffering from the the current economic recession.  In the first couple of paragraphs the author states that "... Without this day to focus entirely on developing a new technology rich project, without the structure the district provided for its development, and without the extra quiet time to think about the day-to-day organization of 30 kids on five computers, this project would not have been possible."  The problem is that most school districts are not providing structure for developing new technology.

Q2:  What can I take from this article?

A2:  Even though the reality of having "one Mac PowerBook 520 and one PowerMac5300 with Apple VideoPlayer software... one Performa 580, one LCIII, one Mac Classic, and one black and white Apple OneScanner" is not very likely, there is still a lot of useful information I can pull from this article.  For example, creating first person narratives of the people who experienced the events discussed in primary sources can be a very useful way to teach history.

Partnering with Business and Government to Provide Real-World Context for Teaching Technology - by Thomas Brush

This article describes the the need for those well educated in technology in today's workforce.  There are new jobs related to technology that are being created all the time.  Many business leaders are turning to high schools and colleges for a more knowledgeable and technically literate workforce.  The author argues that high schools today do not do a good enough job preparing students for the real world.  He says that the current strategies used in high schools focus on teaching universal rules and principles, which do not help prepare for real life situations.  Instead of focusing on general academic skills, the author argues that high schools should focus on knowledge and skills for success in real world situations.

Q1:  Do I agree with the authors prospective on what should be taught in the high school classroom?

A1:  NO.  How can you say that teaching universal rules and principles does not prepare students for the real world?  I know that there are plenty of teachers out there that really do not care whether or not their students learn anything.  However, when become a history teacher, along with the regular curriculum I plan on teaching universal rules and principles, which to me means teaching what it means to be a responsible, knowledgeable citizen with good morals and a positive outlook on life and society. 

Q2:  Is the high school level too early to begin teaching knowledge and skills for success in real world situations?

A2:  NO.  I agree that these skills should be taught whenever possible.  However, to disregard regular academic skill sets in the classroom is just not a good idea.  High school students are going through one of the most unique phases of life, and to disregard the teaching of principles and rules of life is crazy.

Making History On the Web - by Mary Delgado

This article is about running an online U.S. history course at the middle school level.  The author maintains that online classes can be an extremely useful tool even at the middle school level.  However, middle school students also need face time with the teacher, so there was a two month period of time before the online portion of the class even started.  The theory behind online classes is that the way students learn this day in age is different than it used to be.  Primary sources used to be extremely hard to come by before, but with the internet, it is possible to find almost anything.  The author feels that it is important to introduce students to the internet as early as possible and get them comfortable working and doing research online.  At this particular school, those that participated in the online class were issued individual laptops for home use, and were also provided internet access with the school computers.  

Q1:  How can school district with no room for spending on personal laptops conduct online classes?

A1:  While online classes may be a great idea and something that all schools should strive for, the reality is there are not very many school districts that have the resources available to conduct online courses.  First of all, you need teachers that have been properly educated in technology to teach the courses.  Schools also need enough funding to purchase the necessary equipment to run online classes.  Also, many students that are under privelaged may not have access to computers or the internet at home, and also may not even know how to use the internet.

Q2:  What positives can be taken from this article?

A2:  First of all, this article introduces a new way to teach history.  This is something that as a future history teacher I am extremely interested in.  It is my goal to introduce and implement new and innovative ways to teach history, and this article is just one example.  Teaching history through an online course can be very useful.  Providing resources for students to study and examine primary sources at the click of a mouse is something that should be taken advantage of.  

Software Review: Learning.com

Web Browsing: Research and Citing Sources Grades 6-8

Self-Review:

First of all, I have found that learning.com is a very useful tool. However, as far as new information that I have learned from the site, there is not much. I am already pretty efficient when it comes to web browsing so I am not the target person for this lesson. A 6-8 grader however would learn a lot from this tutorial. Research and citing sources is a huge part of higher education, both high school and especially the college level. Therefore, lessons like this one are extremely important for young 6-8 graders to learn early in their education.


National Educational Technology Standards for Students-2007

· K-12 [5] Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
o K-12 [5.a] advocate and practice safe, legal and responsible use of information and technology.

· K-12 [6] Students demonstrate a sound understanding of technology concepts, systems and operations.

o K-12 [6.a] understand and use technology systems.

o K-12 [6.b] select and use applications effectively and productively.

6-8 [7] Select and use applications effectively and productively

Learning.com. Retrieved March 9, 2009, from http://platform.learning.com

ISTE. (2007) NETS for Students 2007. Retrieved March 9, 2009, from http://iste.org

Digital Images in the History Classroom - by Stephanie Van Hover

This article is about how digital images in the history classroom can help facilitate all the necessary skills that can be developed, such as chronological thinking, historical comprehension and analysis, historical interpretation, historical research, historical issues analysis, and historical decision making.  The article explains how important the development of the internet is to teaching and learning history.  Before the internet, classrooms were usually confined to using only textbooks and nothing else for the teaching and learning of history.  The internet today provides a much grander scope of teaching and learning tools, such as digital images.  We are now able to search places like the Library of Congress for relevant pictures and information to certain project or lesson plan.  This article explains a project in which students examine historical digital photographs and attempt to ask and answer questions about them.  Then, they go out into their community and take their own photographs of historical items that they find in the community.  They then compare these to historical images found online for a very enriching learning experience.  This is a very useful tool in getting students to practice historical thinking so that they can uncover past events, places, and people and can help their history teachers make history class relevant and meaningful.

Q1:  How, as a future history teacher, can I look at this article and make it useful to me?

A1:  There are several things in this article that I can certainly learn from.  An example is the examining of historical images.  Comparing and contrasting historical images from different time periods can be a very useful exercise in the classroom.

Q2:  If my school does not possess the tools that allow students to participate in a project like this (digital cameras, picture editing programs), how might I take the idea and change it?

A2:  Learning about the history of the community in which children go to school can make for a very interesting and useful lesson plan.  While students may not be able to go out in the community and take pictures, there are other ways to learn the history of the community.  I may be able to have students research online the history of the city or town and compare it with that of a city, society, or civilization that we are currently studying in the classroom.

B & G Express

B&G Express - Google Docs
 

Subject Area - by Nick Brust

The subject area that I am most interested in teaching is social science, particularly U.S.history.  I am planning on teaching at the high school level, so that may also entail teaching government and economics, which I also would be glad to teach.  I am currently in my last semester for my history B.A. at California State University San Marcos.  I have already taken and passed two of the three subtests for the Social Science CSET required to teach history at the secondary level.  I believe that history is one of the most important subjects to learn throughout school, from the elementary to college level.  History is the study of what people like ourselves have done in the past.  There is so much for us today to learn from our ancestors of the past.  Studying  -the highs, lows, successes, and failures of past societies and civilizations- is extremely important for us equal citizens today to study and learn from.  Resources for teaching history

Teacher Biography - by Nick Brust

First of all, there are two things that you need to know about me: 1) I love working with high school students, and 2) I love history.  I feel that these are the two most important things to know about me and my qualifications for becoming a teacher.  In the above article I have already explained where I am at in school and the subject area history tests that I have passed.  Also, I love coaching, and I am currently the JV tennis coach at Temescal Canyon High School in Lake Elsinore.  Once I get a job teaching I plan on coaching any sport that I can because I am just a sports nut.  

When it comes to history, I feel that certain things about the way history has been taught in the United States for the last fifty plus years that are simply wrong.  First of all, in many cases, an accurate testimony of historical events has been missing from many curriculums over the years.  What is known as the "great white man" version of history is still being taught in this country today, beginning at the elementary level.  I plan on taking a much broader view, focusing less on world leaders and more on individuals within societies.  I am not saying that these world leaders are not important to study, they absolutely are, I just feel that there are certain things left out of the curriculum that should be there.  I will do whatever I can using the California standards provided to me to find new, innovative and productive ways to teach history. http://brust004@cougars.csusm.edu

http://nickblog87.blogspot.com/

Subject Writer: Aaron Jesus Garcia Sigmond

Subject Area:  The area of teaching that I would love to teach is High School English.  No matter what grade it is I want to teach this fun an amazing subject.  I am currently in my last semester as a literature and writing studies major and i have enjoyed every class i have been able to take.  My passion is U.S. Literature which is http://www.coachk.com/images/duke-basketball-camp.jpg i would like to teach as an honors class in the High School level.  I am even willing to teach some Shakespeare and some critical texts if possible.  I believe my passion for this subject and the in-depth knowledge I have, will let me enjoy what I do and be excellent at it. To learn more about U.S. Literature, visit this helpful website which gives you bios and even written text from famous U.S. Literature Writers go to, .love.lit .usliteraturepapers.com/.  To see the California teaching standards visit this site.   California English Standards

Bio:Well first off I was raised in a house with a bunch of women, and as the middle child I couldn't get away with anything.  Ever since I can remember I have enjoyed reading.  Whether it was the nutritionlal facts on grocery items as a child, to anything that could take my imagination to a new level.  I love listening to any kind of music and love sports, but i am in infatuated with the game of basketball and would like to coach and teach the game  along with teaching English.  Some say I am charming, while others think I am crazy.  I am filled with energy and love to teach no matter what it is.  I have a passion for helping others learn and that is why I think i would make an excellent teacher.  I really don't like to follow the normal classroom rules and outlines, but I influence my students to learn and have them enjoy what i teach them.  Teaching is in my blood and runs in the family and even though I will not be making the big bucks, the fact that i can influence a child's life is why i want to teach. For more info about me check me out at  calipy32@gmail.com  mehttp://www.blogger.com/profile/01577961951554804431

Pic-constitution- 2/11/09

Pic-american flag- 2/11/09

calvin and hobbes-2/11/09

duke-bball-2/11/09