ocss res prod presenting tech and global 2010

8/9/2019 OCSS Res Prod Presenting Tech and Global 2010

1/19

Researching, Producing,

Presenting:

Students Use of Technologyfor Global Advocacy in

Social Studies

Dr. Brad M. MaguthHiram CollegeOCSS Annual ConferenceThursday, April 15, 2010


2/19

Poll Everywhere: Before We Begin Using cell phone/SMS to poll the audience

Standard text messaging rates apply

Information will NOT be collected/ NEVER receive unsolicited followup messages

Hows the Conference?
http://www.polleverywhere.com/http://www.polleverywhere.com/free_text_polls/LTE1ODExMDQyMTYhttp://www.polleverywhere.com/free_text_polls/LTE1ODExMDQyMTYhttp://www.polleverywhere.com/


3/19

Objectives

This session will describe how students use of digitaltechnologies can foster the 21st Century Skills neededfor active and responsible citizenship in a global age.

Illustrate how a digitally mediated project providedstudents with the opportunity to use technologymeaningfully to forge a global perspective.


4/19

How Wired Are Your Students?
http://www.polleverywhere.com/my/polls/LTE4NDAzMDU2NDYhttp://www.polleverywhere.com/my/polls/LTE4NDAzMDU2NDY


5/19

Youth in a Digital Age

Over 87% of those aged 12-17surfing Internet (PewResearch, 2010)

80% of teachers believestudent tech use makesdifference (Project Tomorrow,2006)

Most tech use fosters low-levelthinking (Friedman, 2008)

Students Use Internet to: Access social, political, economic

information

Communicate and collaboratewith others

Both Mediates and ComplicatesCitiz. Edu. * Pew Research Center: Internet and American Life, 2010


6/19

21st Century Habits of Mind

Influence of technology of citizenshipeducation

Students Need to be Able to Use Technology to:

1. Access multiple perspectives

2. Critically reflect on and evaluate information

3. Collaborate and produce original works4. Present their ideas to new audiences


7/19

How Global Are Your St
http://www.polleverywhere.com/free_text_polls/LTE1ODExMDQyMTYhttp://www.polleverywhere.com/free_text_polls/LTE1ODExMDQyMTY


8/19

Need for Global Citizens

Increased demands forcitizens that are bothdigitally and globally literate(Gaudelli, 2005)

An emphasis on havingstudents use technology tofoster a global perspective(Maguth, 2010; Berson, 2000)

Ability to use technology to

Explore new knowledge

Communicate withgeographically distantand culturally diverseaudiences

Advocate for newpossibilities and

progress


9/19

One Teachers Approach:The Global Advocacy Project (GAP)

A STEM High School SocialStudies Classroom

An ethnically/racially diverseschool with over 400

students

Provides students with a personalized andextraordinary learning

experience that preparesthem for a connected worldwhere math, science andtechnology are vitallyimportant.


10/19

The Global Advocacy Project

Problem: A traditional textbook and lecture instructiondevolves instruction into narrow perspectives anduninspiring activities (Lowen, 2010).

Objective: Effective global citizens need to know about

different parts of the world, and to think about theways they are tied to other culturally andgeographically diverse populations (Merryfield, 2008).

Approach: Providing students with an opportunity to use

technology meaningfully to research, create, andpresent potential solutions to important global issues(Lee & Friedman, 2010).


11/19

Breaking the Global Advocacy ProjectDown:

Stage 1: Students asResearchers

Use technology to accessand think throughinformation

Stage 2: Students asProducers

Use technology toconstruct somethingnew

Stage 3: Students asPresenters

Use technology toshowcase their

learning


12/19

Step 1: Student as Researchers

i. Research a particular global issue - The United Nations Millennium

Development Goals (MDG)

ii. Direct students to locate credible data sources(multiple perspectives)

- On-line database, newspapers, journals,web page

iii. Discuss the significance of the problem, waysin which the problem has evolved over time,

and previously offered solutions to the problem.iv.Students conduct digitally mediated discussionswith experts

- Skype, telephone interview, e-mail


13/19

Step 2: Student as Producers

1. Students develop a series ofspecific recommendations,built off of weaknesses of pastactions, to address a global

issue.2. Students were asked to defendwhy their solution would bethe best course of action.

3. Students were given the task of

creating a narrated track thataccompanied video footage tooutline their proposal (i.e.iMovie, use of photos, charts,

graphs).


14/19

Example: Students Work
http://www.youtube.com/watch?v=QQYCdCwLm8chttp://www.youtube.com/watch?v=QQYCdCwLm8c


15/19

Step 3: Student as Presenters

Students began the process of usingtheir digital documentary for advocacyand to encourage greater societalawareness.

Made the documentary available to public

(YouTube, School web site, SocialNetworking Websites).

Communicate with general public throughthreaded discussions on Youube.

Monitor comments closely

Student also presented their research andvideo to an in-person audience(parents, administrator, universityexperts, community leaders).


16/19

Recap:

Students use of digital technologies can helpand HINDER the 21st Century Skills neededfor active and responsible citizenship in a

global age(i.e. stereotypes/over-generalizations, e-bullying,

digital divide, identify, cyber-crime, issues of representation)

The Global Advocacy Project is just one example of adigitally mediated assignment that provided students

with the opportunity to use technology meaningfully toforge a global perspective.


17/19

Sharing Experience in Global Education andTechnology

What technologies do you oryour students use in thesocial studies classroom?

What lessons/ activities haveyou used to promote aglobal perspective amongststudents?

What challenges do you facein using technology, or, intrying to teach for a globalperspective?


18/19

Questions or Comments

Brad M. Maguth, PhDAssistant Professor ofEducationHiram College

Personal Blog:http://tinyurl.com/y2hqyze

E-Mail:[email protected]
http://tinyurl.com/y2hqyzemailto:[email protected]:[email protected]://tinyurl.com/y2hqyzehttp://tinyurl.com/y2hqyze


19/19

References

Gaudelli, W. (2005). World class: Teaching and learning in global times.Mahwah, NJ: Lawrence Erlbaum Associates.

Maguth, B, Yamaguchi. M., & Elliott, J. (2010). Researching, Producing,Presenting: Students Use of Technology for Global Advocacy in SocialStudies. Social Education, 74(2), p. 105-106.

Maguth, B. (2000). Investigating student use of technology for informed andactive democratic citizenship in a global and multicultural age [DoctoralDissertation]. Available from Dissertations and Theses Database.

Berson, M. (2000). Rethinking research and pedagogy in the social studies:The creation of caring connections through technology and advocacy.Theory and Research in Social Education, 28(1), p121-131.

Lowen, J. (2010). Teaching what really happened: How to avoid the tyrannyof textbooks and get students excited about history. New York, NY:

Teachers College Press. Merryfield, M. (2008). Scaffolding Social Studies for Global Awareness.Social Education, 72(7), p363-366.

Pew Research Center. (2010). Internet and American Life Project.Accessed on 3-12-2010 at http://www.pewinternet.org
http://www.pewinternet.org/http://www.pewinternet.org/

ocss res prod presenting tech and global 2010

Documents