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