EDTECHResearch KevinDeissler SocialStudies/FifthGrade InstructionalObjective: GiveninformationontheNorthandtheSouthduringtheCivilWar,andexaminingmajortriggers thatledtoconfrontation,studentswillbeabletodesignandcreateapresentationusingamobile devicetodefendthedecisiontogotowarfromtheperspectiveofeithertheNorthortheSouth. PreResearchDiscussion: WhenpeoplethinkaboutwhatledtotheAmericanCivilWar,mostpeoplerefertothe SouthsoppositionofPresidentLincolnfreeingtheslaves.Inreality,therewereseveralfactors thatdrovetheNorthandtheSouthapartpriortothatdecision.Studentswilllearnaboutthese majorfactors,suchasthedisagreementonwhetherslaveryshouldbeallowedinthenew territoriesasAmericansexpandedwestwardandtheensuingMissouriCompromise.Students willalsolearnaboutwhatledtothesecompromises,theroleofabolitionists,andhowKansas helpedmakewayforwar.

orwar.TheeconomiesoftheNorthandSouthwillbeexamined,aswilleach sidesmilitarytechnologyandtactics. Theteacherwillusedifferentstrategiestoaidstudentunderstanding,includinglookingat everythingfromaNorthernerandSouthernerperspective.Theteachermightroleplaya NorthernfactoryworkerandaSouthernplantationownertoaddadynamiclectureontheir culturaldifferences.Thestudentswillthenbeassignedaside,eitherNorthorSouth,andusea mobiledevice,suchasaniPad,tocreateapresentationthatwilldefendtheirsidesactionsthat ledtotheCivilWar.Studentswillhavetheoptionofusingavarietyofpresentationappsand websitestoaccomplishtheirgoal. PostResearchDiscussion: WhatIreallygainedoutofthisresearchwasterminologyandreasoning.Personally,Ivenot donemuchresearchinthisfield.AlotofwhatIveexperiencedanddecidedtointegratehas beencommonsense(tome)and,Thiswouldbecool,moments.Ihadnoideathatthere wasastudyofpersuasivetechnology.Iuseprojectbasedlearningthroughoutmycurriculum, buthaveneverreallythoughtaboutmotivatingfactors.IstillbasewhatandhowIteachoffof selfreflectionWouldIenjoylearningthis?UsingGoogleScholarandactuallytakingthetime toreadthrougharticleshasbeenagreatwayformetoreflectonwhatIvebeendoingandwhy ImactuallydoingwhatImdoingintheclassroom.IthinkImdoingalright.

Berson,I.R.,Berson,M.,&McGlinnManfra,M.(2012).Touch,type,andtransform:iPadsinthe socialstudiesclassroom.SocialEducation,76(2),8891.Retrievedfrom http://www.educatingexcellence.com/uploads/1/2/3/2/12327484/ipads_in_ss_article.pdf Summary: AteacherhastwostudentsfromHaitiwhoareperformingbelowgradelevel.Theteacheruses thisteachablemomenttoinfuseiPadsintoalessonaboutHaiti.Thestudentslearnabouthow thosetwostudentslivedwhileinHaitianduseavarietyofappstowriteastoryaboutthe earthquakethathittheregionin2010.Differenttypesofactivitiesarediscussed,usingmultiple apps,knownas,Appfluency,(p.89)tocreateafinalproduct.TeachingwithaniPadrequires considerableplanningonthepartofthesocialstudiesteacherstocapitalizeonthepotential learningbenefitsofintegratingthedeviceintotheclassroom(p.8990).TheiPadsallowfor moreindividualizedlearningactivities,thatallowstudentopinionsandvoicestobeheard. Assessment: AppleiPadsareredefiningthelearningspaceswithintheclassroom.WhattheauthorcallsApp fluency,Icall,AppSmashing.Theabilitytousemultipleappstoproduceonefinalproduct initiateshigherlevelthinkingandspurscreativity.Whenproducingtheirpersuasionpieceabout theCivilWar,studentscouldusemultipleappstoenhancetheirprojectsoveralleffectiveness.I envisionstudentsusingthecameratorecordthemselves,referencestoprimarydocuments, pictures,andmaybeevenacartoonintheirfinalpiece.Thisarticlewasextremelyhelpfulby providingalistofresourcestohelpteachersratetheappsthattheymightwanttotry.That ratingsystemhelpscutdownthepreparationtimeandgivesteachersnewideasthattheymight wanttotrylater. Reflection: ThisarticleledoffwithagreatscenariothatprovedthatiPadsareanincredibleassettolearning. Ateachersawanopportunityandusedapowerfultooltoengageandteachtheclassabouta peerthattheymightnothaveknownaboutpriortotheproject.Itwasjustagreatwaytomake learningfeelrealandauthentic.ItwouldbereallyneattobringinsomeCivilWarreenactors priortoassigningthisprojectandallowstudentstointerviewthem.Theycouldusethat realworldartifacttohelpthemproduceagreatfinalpiece.

 Blumenfeld,P.C.,Soloway,E.,Marx,R.W.,Krajcik,J.S.,Guzdial,M.,&Palincsar,A.(1991). Motivatingprojectbasedlearning:Sustainingthedoing,supportingthelearning.Educational psychologist,26(34),369398.Retrievedfrom http://dx.doi.org/10.1080/00461520.1991.9653139 Summary: Whatisprojectbasedlearning?Accordingtotheauthors,projectbasedlearningisa comprehensiveapproachtoclassroomteachingandlearningthatisdesignedtoengage studentsininvestigationofauthenticproblems(p.369).Whatexactlymotivatesstudentsto takeonprojectsthatteachersassign?Projectbasedlearningfocuseson,engagingstudentsin investigation,(p.371)andspurshigherlevelthinkingbecausestudentsactuallywanttoknow more.Debatingideas,suchasthewayasocialstudiesteachermightengagestudentsina debateabouttheCivilWarfallsintothiscategory.Thebasisoftheseprojectsinvolveaproblem thatmustberemediedandaseriesofactivitiesthatleadtoafinalproduct.Allowingstudentsto createanddiscoverenhancesinterest,understanding,andrelevance.Recenttechnologies allowforgreaterexpansionofideasandcreativity,whichisthedrivingforcebehindsuchlearning theories.Theprevalenceoflowleveltaskscontributestostudentslackofunderstandingof contentandprocessandpoorattitudestowardlearningandschooling.Theintroductionofmore cognitivelycomplextasks,whichprovideopportunitiesforsolvingrealproblems,oftenisurged asaremedyforthissituation.(p.371) Assessment: Thisarticlewasperfectformylearningobjective.Theeffectivenessofprojectbasedlearning becomesapparentinthefinalproducts.Whenstudentsaremotivatedandwanttolearn,their understandingandabsorptionofcontentisgreatlyenhancedandthefinalproductcanbea studentsbestwork.UsingiPadstodebatetheCivilWarprovidesstudentswithoptionsandthe creativitytoseekouttheiranswersandwhatmaterialtheywilluseintheirdebate.Thiswould makethelearningmuchmoreauthenticbecausetheywouldbeinterestedinthetechnologyand motivatedbyfindingawaytouseittodisplaytheirfindings. Reflection: Allowingstudentstocreateanddiscoverisalotlikeguidedplaying.Whenbabiesandtoddlers play,theyarediscoveringnewthingsontheirownandassimilatingthatintotheirmemories. Thisistheearliestformoflearning.Ithinkaboutprojectbasedlearningasawayofplaying, witheducation.Whenstudentsgraduatetotherealworld,whatevertheychoosetodo,they havetobepreparedfor.Gainingthecognitiveskillstosolveaproblemandpresentyourfindings isalifeskillthatneedstobetaughtineverycourse.

Fogg,B.J.(1999).Persuasivetechnologie301398.CommunicationsoftheACM,42(5),2629. http://dx.doi.org/10.1145/301353.301396 Summary: B.J.Foggseemstobetheoriginatoroftheterm,captology,derivedfrom,ComputersAs PersuasiveTechnologies.Captologyisthestudyofpersuasivetechnologies.Foggstrivesto separatetheideathatalltechnologiesarenotmeanttopersuade,forexample,computerscould functionasatool,amedium,orasocialactorthatcreatesandsustainsrelationships.Itsonly whentechnologiesaresetouttoaffectapersonsattitudesorbehaviorsdoesitbecome persuasive.Fogggoesontosuggestthatcomputersmayonedayfunctioninrolesthatnotjust promotemotivatinghealthbehaviors,safety,andecofriendlybehavior,butalsoinwaysthat couldbeofanannoyance.Companiescouldusetechnologiestotryandpersuadeustobuy theirproduct,whichFoggsuggestswouldbeapitfall,ofsuchtechnologies. Assessment: ThiswasthefirsttimeIveheardoftheconceptofcaptology.ItdoesntcontributetotheCivil Warcontent,butitcouldsupporttheteachersdecisiontousetechnologiestopersuade.Even thoughthearticleisoutdatedinitsterminology,theideasremain:taketechnologyanduseitto makesomebodydosomethingorthinkaboutsomethingthewayyouwantthemto.The terminologycouldbeupdatedtoincludetheterms,tablets,or,apps.Foggseemstobe continuinghisworktoday1 andhasadaptedittoincludesocialmediaandthenewest technologies,sohisworkisveryreliablewhenconsideringtechnologiesandpersuasion. Reflection: Asfarashelpingwithcontentorspecificideasthestudentscouldusetopersuadeother students,thisarticlewasnotthathelpful.Whereitdidfinditsfooting,wasinthebackground knowledgeof,captology,andhowthereisaspecifictermtoassociatewithusingtechnologyto persuade.Thiswouldhelpanyteacherexplaintheirreasoningsfortheprojectintheirlesson plansandobjectives.
1

(2002).BJFogg'sWebsite.RetrievedMarch5,2014,fromhttp://www.bjfogg.com/.

McConatha,D.,&Praul,M.(2007,August).Mobilelearningintheclassroom:Anempirical assessmentofanewtoolforstudentsandteachers.Paperpresentedatthemeetingofthe SocietyforAppliedLearningTechnologysWashingtonInteractiveTechnologiesConference, Arlington,VA.Retrievedfrom http://takeshapeshare.fenc.org.uk/ftproot/653/56be720e09764f59962e4790658dd0ae/Mobile %20Learning%20in%20the%20Classroom.pdf Summary: Ifyouhadachoicetolearnusingamobiledeviceorthetraditionalprintanddiscussionmethod, whichwouldyouchoose?Thisarticlestatesthatinatestofstudentswhousedcellphonesto retrieveinformationrelatedtotheirstudiesscored5%higheronteststhanstudentswhodidnot. Beingabletoaccessinformationfromanywhereatanytimeattheconvenienceofthestudent seemedtoplayasignificantroleintheoutcome.Theauthorsofthisstudysaythatwhilethe evidencethatusingmobilelearningincreasesstudentperformance,theywarnthatthefutureof thistechnologyfacesmanyinterferingfactors.Outdatedtechnology,limitedsoftware capabilities,andinsufficientWiFinetworkscouldprovetobeahindrancetousingthese technologiesinthefuture. Assessment: UsingmobiletechnologiesisntlimitedtocellphonesoroutdatedPDAs.Therearemanytablet computersthatfunctionquitewellwithinaschoolnetwork.Beingmobileallowsstudentsto movearoundtheclassroomandprovidea,welcomealternativetohavingtologontoa networkedterminalorlaptop(p.4).Forthisreason,allowingstudentstousemobile technologiesfacilitatescollaborationwithotherstudentstocreateamorethoughtfulandcreative projects. Reflection: Iveseenfirsthandthebenefitsofallowingstudentstomovearoundtheclassroomoreventhe school.Introducingsomephysicalmovementintotheclassroomisagreatwaytobreakupthe monotonyofthedaysworkandkeepsthestudentsactive.Studentswhoworkwelltogether produceevenbetterresultstogether.Lettingstudentsproduceworkwhiletheyresittingundera deskoratableorinthehallwayshouldntnecessarilybeabadthing,butgivingthemthetools theyneedtoworkinthoselocationscouldbethedifferencebetweenthestudentsbeing distractedandproducingexcellentwork.

Miller,G.R.,&Cinnamon,S.(2013).Thepadagogyofhistoricalthinking:Usingdigitaltabletsin asocialstudiesteachingmethodscourse.JournaloftheResearchCenterforEducational Technology,9(1),112130.Retrievedfromhttp://rcetj.org/index.php/rcetj/article/viewFile/189/279 Summary: AuthorsMillerandCinnamontookalookatagroupofstudentsandteachersinthesocial studiescurriculumwhousedprimarysourcestocreateprojectsonaniPad.Thegoalofthese projectswastogetstudentsthinkinghistoricallyabouteventsthathappenedinournationspast. TheteachersconstructedacurriculumwiththesupportoftheLibraryofCongress.Millerand Cinnamonwantedtohappenedwhenstudentsusedavarietyoftechnologiestoexpressa historicalconcept.Thestudentscreatedvideosandusedseveralstrategiestomaketheir historycomealive,fromconnectingwithviewertoquotingauthors.Thestudentsseemedto takemoreownershipoftheirworkandfoundexamplestosupporttheirfindings.Theyalso seemedtoincreasetheamountofdetailsastheywereworkingbecauseastheyusedthese newtechnologies,theywereconnectingmorewiththematerial.Theauthorsconclude,that, Overall,itappearsthatusingdigitalappsforbothassignmentsallowedstudentsto createflexibleonlinelearningenvironmentsthatmakecurriculaaccessibletopupils withdiverselearningneeds(p.119). Assessment: Thisarticledefinitelysupportstheuseoftechnologyinthesocialstudiescurriculum.Digital technologycanbeapowerfulmeansforlearnerstocreateknowledgeratherthanmerelyreceive it(p.124).Thereisatrendtowardsstudentscreatingandpublishingmoreandthereare technologiesprimedandreadytogotohelppushthestudentsfurtherintothis21stcentury.The socialstudiescurriculumprovidesagreatopportunityforstudentstosynthesizehistoryand createandsharetheirfindingswithothers. Reflection: Iwouldliketodoastudylikethisinmyownschool.Itseemslikeitwouldbefascinatingtosee howthestudentsusetechnologyifyoujustletthemgo.Itwouldbeamazingtoseewhich studentsselectedwhichappthatbestsuittheirneedstodisseminateandproducecontent basedonwhattheylearned.Thatwouldbetheultimatedifferentiation.