Content Area Technology Integration

Advantages of Integrating Technology:

Integrating technology into a Social Studies classroom can have several advantages. Among them are: electronic research and digital information critiques. Social studies cover a wide array of topics and electronic research can “give students and teachers up-to-date information they could not obtain easily from other sources.” (Roblyer and Doering, 2013, p.341) Another advantage of technology is digital information critique tools. With all the varying information available, “students need to develop skills in critically evaluating digital information-how to analyze images and tell fact from fiction.” (Roblyer and Doering, 2013, p. 341) A good example of an information critique resource for Social Studies integration is PBS’s Don’t Buy It (http://pbskids.org/dontbuyit/)

Disadvantages of Integrating Technology:

While the explosion of digital information available is an overall positive, one potential disadvantage is “teachers are no longer the primary source of facts” (Roblyer and Doering, 2013, p.337) for students. This can lead to students causing a disruptive and confusing classroom environment by bringing information contradictory to textbook or teacher generated materials to class. This situation is likely to occur due to the amount of credible appearing websites with bad information available today. (http://urbanlegends.about.com/od/Fake-News/tp/A-Guide-to-Fake-News-Websites.htm).  Luckily, digital information critique resources like the one listed above can help curb this type of situation. (Roblyer and Doering, 2013)

Activities:

Electronic Research: With the broad array of topics that must be covered in social studies, electronic research is a great activity for students. The internet provides access to “information summaries and data ‘pictures’…to help students learn to analyze information in both graphic and text forms.” (Roblyer and Doering, 2013, p.341)

Practice of factual information: Drill and practice is a time honored method of learning factual information; however, technology can make help make it fun and more efficient. Incorporating curriculum-based games such as Educational Insights’ Classroom Jeopardy can create a fun and participatory learning environment not possible without integrated technology. (Roblyer and Doering, 2013)

References:

Roblyer , M. D.,& Doering, A. (2013). Integrating educational technology into teaching. (6th ed.,). Boston, Massachusetts: Pearson Education, Inc.

Technology Based Problem Solving

According to Roblyer and Doering, technology can be used to support students learning needs by helping them visualize abstract concepts.  This flipchart (http://www.prometheanplanet.com/en-us/Resources/Item/92684/factors-that-affect-incom) from Promethean Planet has the potential to do this by helping them understand the complexity of the issues that affect income. For example, it can help students understand that seemingly abstract concepts such as what they like to do, what they are good at, how they networking with friends, and how that evaluate potential jobs, can all come together to determine their income in the future.

This flipchart is designed for use on an interactive whiteboard, specifically a Promethean Board. This is an electronic board that combines the capabilities of presentation software with those of a traditional chalkboard, with the use of a special “pen.” (Roblyer and Doering, 2013) Several slides in the flipchart linked above could be used in this manner. The Self-Assessment Inventory is a good example of this. Students could come to the board and fill out strengths, weaknesses, and plans of action, or the teacher can take input from the class and write it in for them.  The job evaluation slide would work this way as well.

Using technology such as this flipchart would be irrelevant without essential conditions for integrating technology, such as budgeting for yearly technology purchases. “Technology changes too rapidly to expect that one time technology purchases of equipment or software will suffice.” (Roblyer and Doering, 2013, p. 65) For this reason a budget in necessary to allow for software upgrades, repairing or replacing damages equipment, and upgrading to new equipment as software requirements change. (Roblyer and Doering, 2013)

Technology based problem solving can be a great tool in the classroom, but only with the right software/hardware combination, software support tools, and conditions conducive to technology integration. (Roblyer and Doering, 2013)

References:

 Roblyer , M. D.,& Doering, A. (2013). Integrating educational technology into teaching. (6th ed.,). Boston, Massachusetts: Pearson Education, Inc.

 

Web Resources in the Classroom

While modern research using the internet is definitely better than the old days of Dewey Decimal and micro phish, the sheer amount of information available can be overwhelming. A teacher or student could spend endless amounts of time finding and sorting information about a particular subject without the proper tools. When properly used, search engines make the research process both meaningful and efficient. Personally, I like to begin researching a topic by using a search engine to perform broad keyword searches. These searches provide a wide array of URLs on the topic, which when explored typically leads to a particular topic of interest. Once a more specific topic is established, advanced searches using multiple keywords help narrow the field.(Roblyer and Doering, 2013) The idea is to start your searches broadly enough to get a good overview of the subject, and then narrow the field without spending excessive amounts of time combing through URLs that are not relevant.

 

According to reference, “an essential skill in the Information Age is being able to evaluate information critically and to look for indications that content is accurate and reliable.”(Roblyer and Doering, 2013, p. 223). This video uses humor to introduce students to the concept of evaluating content. Among the concepts introduced by this video are evaluation of information provided, information currency, and information quality.(Roblyer and Doering, 2013) This video would work well in conjunction with a content evaluation check sheet which can be found at http//www.cyberguide.cpm/content/pdf.

The website (http://www.financialeducatorscouncil.org/high-school-personal-finance/) is a one that I plan to use in my classroom. Trying to develop lesson plans and teaching strategies can be overwhelming, especially for new teachers. This website provides excellent resources for finance instructors. Structure, organization, and ease of navigation are important characteristics of a well designed website and this site meets this criteria.(Roblyer and Doering, 2013) The navigation bar across the top provides good organization for the many topics in the dropdown menus and most key terms throughout the site are linked as well. Also, the pages have excellent load times.

Wikis “encourage collaboration and communication of ideas by having user modify content.”(Roblyer and Doering, 2013,p. 255) This wiki (http://highschoolpersonalfinance.wikispaces.com/) is a great example of this concept. It was created ‘by students, for students” and it includes information on basic personal finance topics and vocabulary. When I was a finance student, I discovered that helping other students was a very effective way to increase my own understanding. The students who created this blog not only helped their peers learn, I am sure they also earned a lot themselves. This is an example of the way I would like to use wikis in my classroom.

References:

High school personal finance. (n.d.). Retrieved from http://highschoolpersonalfinance.wikispaces.com/

National financial educators council. (n.d.). Retrieved from http://www.financialeducatorscouncil.org/high-school-personal-finance/

Roblyer , M. D.,& Doering, A. (2013). Integrating educational technology into teaching. (6th ed., pp. 109-133). Boston, Massachusetts: Pearson Education, Inc.

Slowinski, M. (2011). Determining website credibility [Web]. Retrieved from https://www.youtube.com/watch?v=dKVL1ehDQB0
 

Personal Finance in the Classroom: Multimedia and Hypermedia

Multimedia, “a combination of media” (Roblyer& Doering, 2013), and hypermedia, “linked or interactive media” (Roblyer& Doering, 2013) are tools which can greatly enhance the classroom experience. Three advantages that hypermedia brings to the classroom are increased student engagement, improved efficiency, and the ability to simultaneously engage different types of learners.

Engaging students is a day to day challenge for teachers. As a student, I struggled to be engaged in classes where I felt the instructor seemed unprepared, which made time spent in class seem like a waste. Research has shown that instructors who utilize hypermedia such as PowerPoint are reported to be “more effective, informed and prepared then instructors in other sections.” (Roblyer& Doering, 2013)

Hypermedia reference tools such as Investopedia Dictionary (http://www.investopedia.com/dictionary/) can help students by “making searching for information…both easy and efficient.” (Roblyer& Doering, 2013) Even though key terms should be defined in your lecture or textbook, student may encounter unfamiliar terms while reading or researching at home. With hypermedia reference tools, understanding new terminology is only a mouse click away.

Audio and video production software such as Adobe Flash provides a platform for classroom instructors to engage a larger portion of students in a class. One integration strategy is to use “audio and video examples as a way to spark discussion or to help students analyze their own behavior.” (Roblyer& Doering, 2013) Individual students learn in “different ways and have different levels of reading comprehension.” (Roblyer& Doering, 2013) For this reason, it is vital to connect with them in as many ways as is possible. Some students are auditory learners, while others are more visual. Hypermedia that combine multiple resources such as images, audio recording, and text (Roblyer& Doering, 2013) simultaneously can more effectively engage a more diverse group of learners than tradition lectures. Other platforms such as YouTube offer an opportunity to share videos with students and other teachers, as well as find pre-produced content that fits into your content area.  Embedded below is video which demonstrates this concept.
 

 



                                                          References
Roblyer , M. D.,& Doering, A. (2013). Integrating educational technology into teaching. (6th ed.,pp.179-196). Boston, Massachusetts: Pearson Education, Inc.

atlantageorgias's channel. (2013). How to get out of debt and save money [Web]. Retrieved from https://www.youtube.com/watch?v=7l7HfVPI7wM

The Basic Suite: Making Life Easier for Everyone

                             

 As a high school student in the 1980’s, we did not have the benefit of using basic suite software. When I enrolled in my first college class over twenty years later, one of the first skills I needed to acquire was the ability to use the basic suite. More specifically I learned to use word processing, spreadsheet, and presentation software.  The reason I needed to learn to use these programs is one of the main reasons teachers should use them. They save time!  In today’s fast paced world, any tool that can reduce time spent on individual tasks can ultimately improve overall productivity. Word processing software allows teachers to modify documents rather than creating new ones when corrections or updates are needed (Roblyer & Doering, 2013).  Additionally, spreadsheets can be used to quickly tabulate grades and sort them by a variety of characteristics (Roblyer & Doering, 2013). The time saving features of presentation software are less obvious, but remember the saying “a picture is worth a thousand words?”  In the context of presentation software, images used to support lecture material can help illustrate complex relationships or concepts using graphic depictions such as flowcharts (Roblyer & Doering, 2013).   Also, there are aspects of presentation software which are appealing to visual learners and can help you keep these learners focused during a lecture.

Spreadsheet software is a powerful tool as it can be instrumental in helping students learn personal finance. Once students acquire some basic skills and techniques with the software, they can apply it to their own personal budgeting. However, spreadsheet software’s increased capabilities, relative to programs such as word processers, can be problematic to students if not carefully implemented (Roblyer & Doering, 2013).  The trick is to familiarize students with the software before introducing them to the mathematical concepts, which could be intimidating. After they are comfortable with the software, simple computations can be used to demonstrate the software’s ability to make their life easier, in the classroom and beyond. In this way, the issue of intimidation can be eliminated before moving on to more complex financial concepts (Roblyer & Doering, 2013). I have posted a link to a video below that is a good example of what can be achieved with basic arithmetic and a solid understanding of spreadsheet software capabilities.

 https://www.youtube.com/watch?v=twRRneQd8W0  (freetubetutorials,2008)

References

Roblyer , M. D., & Doering, A. (2013). Integrating educational technology into teaching. (6th ed., pp. 109-133). Boston, Massachusetts: Pearson Education, Inc.

freetubetutorials. (2008). Excel basics - how to create a budget on a spreadsheet [Web]. Retrieved from https://www.youtube.com/watch?v=twRRneQd8W0