Technology
can certainly be used to expand the knowledge students of history have access
to. One article found by my classmate explains how the use of the Internet
allows students to be exposed to more than one viewpoint on the same topic,
which can be used to allow for students to engage in debate over a specific
topic. However, in addition to providing more sources of knowledge, the
article also explains how the Internet allows for students to gain knowledge from visuals (Shively &
VanFossen, 2009). For example, the Smithsonian’s History Explorer website has
videos of historic inventions such as the cotton gin, as well as a 3-D digital tour
of a gunboat from the American Revolution. These resources allow for students
to see items instead of merely reading about them. In particular, the video of
the cotton gin may be useful because it is a clear demonstration of “the impact
of the cotton gin on cotton production in the U.S.” (Cotton Gin Video, 2012). Even
further than expanding access to knowledge, the Internet can allow students to
apply their knowledge. Alexandra Pickett mentions in her article “50
Alternatives to Lecture” the use of quizzes or “self-tests” (7), and one online
quiz-like resource is the Go Back In Time game, which requires students to
match artifacts, including one audio clip of a song, to a specific time period.
These
are examples of technology providing a learning experience that books and
lecture cannot offer as thoroughly. The video allows for students to actually
see the difference the cotton gin made rather than simply hearing about it, a
feat which would be impossible without video and the internet unless a teacher
had access to their own historical cotton gin. The 3-D boat tour allows for
students to tour a specific boat that they otherwise could not do if they were
not located near that boat. Both of these resources offer knowledge in a way
that a textbook cannot. The game offers a chance to apply knowledge already
acquired, and implements an audio artifact, which a textbook cannot give. The
quiz goes farther and allows students to apply their knowledge in a challenge,
and while a teacher could just print out pictures of most artifacts, the audio artifacts
would not usable without some kind of technology. Presumably, then, technology
used appropriately is able to provide useful learning experiences in addition
to greater access to information.
There
are some drawbacks to these specific resources. The first is that they are
largely solitary activities, but with a little modification, they can be turned
into experiences the entire class can participate in. Another drawback,
however, is that, while they provide additional information, they do not really
modify any activity; even in the online quiz, the activity’s modifications are
slim. Possibly an additional way to use technology to really transform
activities might be to find a way to go through the 3-D tour of the gunboat
with an expert connected on the Internet, so students can ask questions live;
similarly, an expert online presence can also make the quiz and its artifacts
more of an engaging experience. While the additional information available is
impressive, more can be done to truly transform historical learning through
technology.
References:
Cotton Gin Video. (May 5, 2012). Smithsonian’s History Explorer. Retrieved
from https://historyexplorer.si.edu/resource/cotton-gin-video
Interactives and Media. Smithsonian’s History Explorer. https://historyexplorer.si.edu/interactives
Pickett, A. M. (No year given). 50 Alternatives to Lecture. Retrieved
from SPU https://canvas.spu.edu/courses/16860/files/415877?module_item_id=121255
Romrell, D. Kidder, L. & Wood, E. (2014).
The SAMR Model as a Framework for Evaluating mLearning. Online Learning Consortium. Retrieved from https://eric.ed.gov/?id=EJ1036281
Shiveley, J. M., & VanFossen, P. J.
(2009). Toward Assessing Internet Use in the Social Studies Classroom:
Developing an Inventory Based on a Review of Relevant Literature. Journal Of
Social Studies Research, 33(1), 1-32. From EBSCOHost.
The
Technology Integration Matrix. (No year given). Florida Center for Instructional Technology. Retrieved
from https://fcit.usf.edu/matrix/matrix/
I like the way you have begun to brainstorm ideas to make the technology here more available to multiple students, rather than individuals, as you mentioned was a possible drawback. Live questioning would certainly be an engaging experience. I remember a college course where we got to video chat with Stalking Cat (https://en.wikipedia.org/wiki/Stalking_Cat) - he was phenomenal!
ReplyDeleteMarta, I enjoyed reading your post. The use of technology can be difficult but I think the more you use it the better you will get at it. Our history teacher started playing interactive games in his class, now he has students creating the interactive games, students love it. I like the fact that you have great ideas and your students will too!
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