Using Digital Media to Promote Literacy, Inquiry, and Civic Engagement Gayle Thieman Kjerstin...

Using Digital Media to Promote Literacy, Inquiry, and Civic

Engagement

Gayle ThiemanKjerstin BrintonGeoff Stuckart

Marrla WilkinsonJeff Fuller

Nick Verbon

Portland State University Graduate Teacher Education Program

• Four term cohort-based graduate program• Teacher presenters learned: – to use digital tools in two instructional technology

courses– to teach with authentic instruction in two social

studies methods classes

Characteristics of Digital Citizenship

• Responsible citizens are informed; they are able to access, research, manage, evaluate, and use information

Characteristics of Digital Citizenship

• Informed citizens understand complex public issues and diverse perspectives

• Competent citizens think critically and creatively and evaluate and make informed decisions

•

Characteristics of Digital Citizenship

• Effective citizens communicate with diverse audiences

• Committed citizens work collaboratively to solve problems

Immigration Simulation: Web-Quest

• Guided 8th grade students through an immigration simulation

• Students created their own stories of immigration based on their research & class discussions

• Taught empathy and analysis of immigration trends and patterns

• http://www.zunal.com/webquest.php?w=75909

Immigration Simulation: Google Docs

• Students used Google Docs to write, collaborate and edit

• Wrote persuasive letter to member of US Congress re: Dream Act

• Considered: What does it mean to be an American immigrant?

Bill of Rights Virtual Ranking Tool

• Virtual Ranking Tool (free Intel software) enabled students to collaborate in groups

• Students discussed, ranked, compared, and commented on the importance of each of the first 10 amendments

• http://www.intel.com/about/corporateresponsibility/education/k12/tools.htm

Quest for Equality: WebQuest and Survey Monkey

• AP U.S. History class researched the evolution and perception of civil rights from the 1930s to the present.

• Students used Survey Monkey to vote on and select the best group presentations which were shared with other students studying for the AP exam.

• http://zunal.com/webquest.php?user=38073

Student Created Websites

• Students incorporated higher-level skills in technology and in-depth attention to social issues by creating a website to show their learning

Holocaust Websites

• https://sites.google.com/site/insideauschwitz/• https://sites.google.com/site/eliewieselinfo/h

ome• https://sites.google.com/site/holocaustmedic

alexperiments/• https://sites.google.com/site/holocaustresista

ncethe/home

Social Justice and Civil Rights

• Students examined links and lessons from the American Civil Rights Movement to social justice issues of today

• Students chose 10 issues that formed basis for this webquest

• http://zunal.com/webquest.php?user=23987

Google Docs/Presentations

• Collaborative, online medium to share ideas, synthesize information, organize work into one cohesive resource

• Teaches 21st century technology and work-related skills

• Teacher creates presentation, document, or spreadsheet in Google Drive and shares with public or students

• Teacher can monitor individual student work by requiring log-in

Student Created Video Lectures

• Economics: Principle of Elasticity

• http://www.youtube.com/watch?v=T7uy4YTg3sM&feature=youtu.be

• http://youtu.be/RRJkPzV9Z3Q

Benefits of and Challenges to a BYOD Classroom

• Students use technology to consume and produce information

• Requires flexibility in how students present information, time and freedom to explore

• Students may not focus on what is happening beyond their device

• Need to foster good collaborative and social skills

• Teach appropriate audience behavior