Intrapersonal Instruction in Social Studies

Students with intrapersonal intelligence are inward thinkers, working best when left to using their own thought process to direct their learning. This attribute makes them strong researchers, who can weave their other skills and talents into self-motivated presentations. They lack the ability to share their information, however, which makes blogging a strong tool to motivate the intrapersonal thinker (McCoog, 2007).

Social Studies classrooms are often mired in facts. Who wrote the Declaration of Independence? When was it written? What did it say? How was it received? People. Dates. Artifacts. Events. Any journalist can tell you that there is a key concept missing in conceptualizing this particular portion of American history: Why? When answering this question, students need more than a textbook. They need to examine motivation, contextualize and apply critical thought to the facts.

The intrapersonal thinker likes to get into the weeds, so to speak. Writing and researching uses an innate ability to self-motivate, while having a public forum to get feedback allows introverts to have interpersonal interactions and learn from others, even if that is not a particular strength. The open-ended format of a social studies blog can also allow room for creativity in how students can express themselves.

A blog can be more than a forum to post essays. Students can use a blog to create or showcase a multimedia presentation, including videos, pictures and music. Students who are strong in other types of intelligences can use a blog to seek out material that helps them learn in ways particular to them.

This project is also versatile in how it can be used in class. Students may keep a blog for an entire semester, writing about the events that were talked about in class--which can allow it to be used as an assessment tool. Another idea would be to have the students write the blog from the point of view of a historical figure and respond to questions and issues of the time. The entries could also be geared towards a particular era, event or issue, allowing students to use it as an in-depth research journal.


References

McCoog, I. J. (2007). Integrated instruction: Multiple intelligences and technology. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 81(1), 25-28.

Multiple Intelligences

BGfL publishes a test that tries to determine how best one learns. It takes feedback from questions and extrapolates the answers into scores for eight different types of intelligences. Here are my results, followed by my thoughts about them:

My highest scores were 1) Intrapersonal, 2) Visual/Spatial and 3) Logical. None of these were surprising to me because I have always tested well in these areas and my interests have naturally gravitated towards them as well. This also matches the Myers-Briggs (MBTI) tests I have taken, where I consistently score as INTJ. 

Tests like these, at least in my case, always give me what my natural inclinations are, but do not necessarily reflect what my strengths are at the moment. When I score as an introvert--or in this case, highest in intrapersonal and lowest in interpersonal--the assumption is that I am shy and unable to communicate effectively with others. This is actually not true, I'm a fairly confident public speaker, even with limited notes, and my reputation in my office is to send the 'difficult' people my way because they end up liking me. This did not come naturally to me, and it took years to develop, but I learned to apply my inner confidence to public settings and develop my thoughtfulness into empathy.

All of that being said, I would still much rather spend an evening alone than go to a party (the classic introvert vs extrovert question). So, I guess some behavior can be learned, but preferences die hard.

Response to Criticism of Classroom Technology

It is pointed out by those who oppose what they see as an overuse of technology in the classroom that it is unaffordable, supplanting more critical needs in the classroom. Cuban, Kirkpatrick and Peck (2001) argue that teachers do not have time to incorporate expensive technologies and that the industrial revolution model of the classroom persists despite the money spent on educational technologies. They do acknowledge, however, the possibility of a “slow revolution.” The consistent climb of internet, computer and smartphone usage leads one to believe this is indeed occurring and the question is not if schools should use technology, but how they should use it.

The latest data demonstrates the former point. Since Cuban, et al wrote of the difficulties in incorporating technology in 2001, internet usage has become more ubiquitous. Household usage has climbed from just over half of households in the United States to over 71% in 2011. The usage among those under 35 is even higher, and the trends demonstrate a steady increase in internet usage (File, 2013). The fact is that the vast majority are already using modern communication technology, which means the learning curve is far less than it needs to be.

Even education technology critic Oppenheimer (2007) acknowledges that there is some benefit to technology in his critique. He is saying that computers should not supplant, but enhance existing education when applicable, while being wary of hucksters who seek to sell schools on their latest gadgets. He further states that “it’s just not a big deal to learn how to use a computer” (Booknoise.net, 2007). This seems to argue that in the six years between the two critiques, it has become easier to use technology in the classroom.

One thing that there is scholarly agreement on is that technology must have a use in the classroom for it to be implemented. This seems to be obvious, but even advocates do not want to see the proliferation of educational gadgets and software for the sake of using technology (Bucci, Copenhaver, Johnson, Lehman & O’Brien, 2003) (Bransford, Lin & Schwartz, 2000). But, when applied correctly, a study by Kashy, Thoennessen, Tsai, Davis & Wolfe in 1998 shows that the networking technology we take for granted today can increase student achievement by 18%.

What needs to be done is to incorporate what is already available, for free in many cases, to make classrooms more efficient. Internet searches can streamline student-focused research. Digital communication like email, texts or social media can provide quick assessment feedback. Tools like Prezi and YouTube can allow teachers to quickly flip a classroom. All of these shortcuts allow students more valuable classroom time for critical thought and discussion (Gullen & Zimmerman, 2013).

While some argue that technology in the classroom is costly and overblown, others will tell you that it is a necessary investment and transformative. There is a middle ground to be had here. Schools should not have a vast technology budget that supplants other programs, but there absolutely needs to be smart, targeted investment that acknowledges the tools that are used every day by most people.

References

Booknoise.net. (2007). Q&A with Todd Oppenheimer. Retrieved from http://www.booknoise.net/ on August 25, 2007.

Bransford, J., Lin, X. & Schwartz, D. (2000). Technology, learning, and schools: comments on articles by Tom Carroll and Gerald Bracey. Contemporary Issues in Technology and Teacher Education, 1(1).

Bucci, T.T., Copenhaver, J., Johnson, L., Lehman, B. & O’Brien, T. (2003). Technology integration: connections to educational theories. Contemporary Issues in Technology and Teacher Education, 3(1), 30-46.

Cuban, L., Kirkpatrick, H., & Peck, C. (2001). High access and low use of technologies in high school classrooms: Explaining an apparent paradox. American Educational Research Journal, 38(4), 813-834.

Gullen, K., & Zimmerman, H. (2013). Saving time with technology (benefits of infusing technology into instruction). Educational Leadership, (6).

File, T. (2013). Computer and internet use in the united states. Current Population Survey Reports. US Census Bureau.

Kashy, E., Thoennessen, M., Tsai, Y., Davis, N. E. & Wolfe, S. L. (1998). Using networked tools to promote student success in large classes. Journal of Engineering Education, 87(4), 385-390.

Oppenheimer, T. (2007). The flickering mind: Saving education from the false promise of technology. Random House LLC.

Inspiration

This is my attempt at using the software, Inspiration -- a program for creating diagrams, outlines and concept maps. I used it to present the benefits and drawbacks of using technology in the classroom.

I created this by making an outline first, where I listed 3 uses of technology in the classroom, then brainstormed the "pros" and "cons" as subheadings under each. I then transfered it to a map and played with it to get the graphical representation I wanted. I added the Thumbs Up & Down clipart as overlays, hoping the continuity with the original subject would be kept with the color.

One application I can see for Inspiration is to create the outline first, then make a graphical representation of that outline, connecting similar ideas. It is more efficient to do this on Inspiration because you can easily go between outline, diagram and map, which is much more time consuming to do by writing out each individually. Some students are more visual learners, so this could help them create visual connections for ideas. Perhaps seeing the end process would also help them in creating an outline, which would be a study aid in other subjects.

The templates are also nice for efficiency sake, especially for making timelines for history class. Just by flipping through the templates, I was able to brainstorm some ideas of how I wanted to present my concept map.

I think I would appreciate this more as a teacher for creating graphics for student learning than for student use, however. Since it is designed for making diagrams and maps, I could upload outlines and make those more easily than if I were using a standard graphics program.

Basically, I see this as an efficiency tool that could have some use in provoking creativity in presenting information, but I think the fact that it costs money is a big consideration for such a narrow focus. I'd also be wary of using it for a crutch for students in creating outlines and concept maps, because those are both useful tools for later education and they may not have this software to rely on. 

What is it that technology actually helps teachers and students to do?

Integrating technology into a classroom is a process more complex than the simple activity of finding what it replaces. As with any new way of educating, a new technology must a have a place, preferably based in researched best practices. Its use must be clearly defined with a tangible benefit to the teacher and student to be realized. Once this goal is met, technology has the potential to facilitate communication, make a classroom more efficient and be more responsive to the needs of the learners.

What do we use?

Going back two decades, advancing technology in communication has increased the speed and efficiency of societal interaction. Adapting modern means of contact to a classroom environment, such as through computer networking, can tremendously impact student success. One study has shown that when large classes utilize software aided by this communication, student achievement increased by 18%. It was not just a matter of using the technology to replace existing ways of communication, but of using it to more quickly communicate and exploiting this efficiency to personalize assignments for a class that would normally only be able to receive rote lecture because of its size (Kashy, Thoennessen, Tsai, Davis & Wolfe, 1998). With the advent of social media and the availability of accessible web-based software, it has become easier than ever to communicate in this manner.

Should we use it?

The problem with integrating technology into education is the tendency to use it for its own sake. Bucci, Copenhaver, Johnson, Lehman & O’Brien (2003) write “the technology connection must fit the resources, programming demands, and theoretical framework.” They call for its application to be unique and appropriate, using a developmentally appropriate practice (DAP). Students need to be interested as well as able to use the technology, and it must enhance the curriculum. The impact can be transformative as long as the usage is correct. We are already investing billions in educational technology, so the rational course would be to investigate its implementation and apply it appropriately (Bransford, Lin & Schwartz, 2000).

How do we use it?

The major change in education that needs to occur for this technological revolution to be successful in improving the efficiency of classroom time is to no longer view teachers as instructors, but as fellow learners. This means observing how students are thinking about the presented material and discovering how to best enhance this interaction. By putting themselves in the role of learner along with the students, educators can see how the application is working and what adjustments need to be made in the appropriate operation and development of a technologically enhanced lesson. Teachers need to adapt to the way their pupils learn in order for this implementation to be fruitful and not just a new gadget in the classroom (Bransford, et al, 2000).

Technology is a great tool if used correctly. What it can actually do is change the way we interact plus make our lines of communication efficient and adaptive. But, this means we have to evolve our pedagogy with it. User knowledge limits new devices and software, so it becomes increasingly important for educators to be constantly learning and employing flexible constructs to achieve the fullest appropriate potential.

References

Bransford, J., Lin, X. & Schwartz, D. (2000). Technology, learning, and schools: comments on articles by Tom Carroll and Gerald Bracey. Contemporary Issues in Technology and Teacher Education, 1(1).

Kashy, E., Thoennessen, M., Tsai, Y., Davis, N. E. & Wolfe, S. L. (1998). Using networked tools to promote student success in large classes. Journal of Engineering Education, 87(4), 385-390.

Bucci, T.T., Copenhaver, J., Johnson, L., Lehman, B. & O’Brien, T. (2003). Technology integration: connections to educational theories. Contemporary Issues in Technology and Teacher Education, 3(1), 30-46.

Prezi

I found Prezi to be intuitive and easy to use. My only complaint was that keyboard shortcuts were not available in the web-based software, but I'm guessing that they are likely available in the native software. The templates create an attractive way to present notes or multimedia. Once I chose the template I was going to use, it was easy to fill in the information and present it in a way that I thought was better than simply writing them on a chalkboard. You can really use different levels of emphasis with this software, starting with the title and going to the subheadings, and using fonts and colors to highlight the important information within the notes themselves. At every point in the presentation, you can control what your audience is drawn to, while still providing an overall framework for the lesson. I really feel like someone could view may presentation and get a good idea of what the article was about just by scanning the highlighted text, or get a more detailed view by reading the entire paragraph. 

Of course, using a template was simply getting my feet wet in the program. In a classroom setting, I would likely create my own presentation fit to whatever the lesson was. I think this would be an outstanding tool for geopolitical lessons. Using a map, I could jump from one event to another, showing the entire breadth of a war, for example, and then zooming in for more depth of battles or events. The map would created the framework of the presentation, while the progression of the slides could present the timeline of events. The slides could zoom way in, allowing me to present as much information as I thought necessary while not interfering with the overall map presentation. Pictures, videos or other multimedia can be integrated into the slides without distracting from the information you want to provide (which is a common way I have seen PowerPoint misused). 

A large drawback of presenting this information as text, whether in a book or on a board, is that it is much harder to give a visual representation of an entire idea without distracting the viewer with the detailed content. Prezi solves this dilemma. My article centered on how technology is best used to create shortcuts, and the templates in Prezi also allow for this, by being able to quickly create supporting notes for a lecture that is both attractive and allows the educator to control the points of emphasis.

Here is a sample Prezi I made using a template.

Where are we now with educational technology?

Technology in education is an assumption in modern America, and it is not because all schools have upgraded to the newest and best equipment with the latest designs. The current generation of school-aged children grew up with current technology. Everyone under the age of 17 has known web browsers and cell phones as the norm for their entire lives. Whether it is necessary for education or not is irrelevant because it is already there.

Between 1983 and 2000 there has been a trend of declining interest in school for students. Fewer students believe schoolwork is meaningful, interesting and important. This was a transition period for a technological divide between students and their teachers, and it demonstrates that teaching students in the manner they understand as relevant makes a large difference in how they feel about school. (Apple, 2003)

A more current examination of this school-aged generation’s attitude toward technology demonstrate that their normal is fairly different than people even 10 years older. They are very comfortable using social media and having every aspect of their life in a public forum. Their main means of communication is digital and they are comfortable with ideas of globalization and remotely doing work. (Pew Research, 2007)

It becomes clear that in order to reach students, we must be increasingly aware of how they speak. Technology is not just gadgets, it is their language. They receive and send information differently than the way most adults did, so learning to reach those students in a way they see relevant can help those disaffected and provide an open learning environment.

By integrating technology into the classroom, making it second nature, educators can make more efficient use of the time they have as well. If students are already using web searches, texting and social media to enhance their daily lives with efficiency, using those tools can also enrich their education. Instead of using texts for research, they can do web searches. Markers and posterboard make way for social media-like presentation software. Questions about assignments no longer need to wait for class when students can simply text their teachers. And those teachers can more readily examine and reuse digital material through assistive collation, revising their lessons based on experience with what works, giving more classroom time to analysis and critical thought. (Gullen & Zimmerman, 2013)

“Using technology for its own sake” is an oft-made criticism of digital integration, but it also may be the best argument for its use. Cross-generational boundaries in its usage are an impediment to learning, especially when there are clear uses that make for a more efficient, informed classroom.

References

Apple Computer, Inc. (2003). Achievement for All Children: An Apple Perspective.

Gullen, K., & Zimmerman, H. (2013). Saving time with technology (benefits of infusing technology into instruction). Educational Leadership, (6).

Pew Research Center for the People & the Press. (January 9, 2007). A Portrait of “Generation Next.” Retrieved January 31, 2014, from http://www.people-press.org/2007/01/09/a-portrait-of-generation-next/.

Glogster

First, to give my impression of Glogster, I found it clunky to use because of its online interface, but easy enough. I doubt I would use it personally to create classroom materials, but it seems like a good place to go to research the types of materials other educators have created to view possible ways to present information. I liked that the frames and clip art were available, but I did not like that I could not adjust them and occasionally they would not look right when used with a certain photo or video. If I were to create a digital poster for my classroom, I would much prefer to use native software that would make the editing and inclusion of photos and videos much easier to deal with.

I think the most powerful aspect of Glogster is its accessibility and relative ease of use. This software seems like it would be easy for students at the middle and secondary levels to use with minimal instruction. No special software would have to be installed on their computers, which is a big plus as well. The same parts that I found limiting would lend extremely well to use by a class, using the teaching tools inherent in the program.

As a social studies teacher, I think a good use of it would be to have my students create posters to describe historical events. The time line template would be especially useful to have students learn historical chronologies by creating a project that creatively displays them. 

Here is a little autobiographical poster that I made to give it a try.

Introduction

Hello, my name is Rick and this is the blog I created for my class in the Application of Technology in Education at Edinboro University. It is primarily for one assignment, but I am going to include previous assignments to give it a better "blog" feel.