Disclaimer: This PowerPoint presumes you are a group of Social Studies teachers with no, or limited, knowledge about Instructive Technology, or how to use it in the classroom.

by Matt Chambers

Graphic Representations Virtual Trips WebQuests Electronic Research Digital Presentations Games

Teachers using graphing software or spreadsheets to represent concepts graphically, which allows students to put abstract ideas into concrete forms. Used To: Turn abstract ideas into concrete forms Allow geographic concepts to be depicted visually Better understand time sequences and to track changes over time

Possible Resources: SumoPaint, Corel Draw, Publisher for graphics Excel for spreadsheets or timelines Google: [YOUR TOPIC] + “timeline” Easy Timeline Makers For Students: maker/ s/timeline/ us/teachers/how-to/Pages/creating-timeline.aspx nology.com/web_tools/materials/timelines/

Since Graphic Representations are vital in learning concepts of a topic, they should be used at the beginning of new material, and continued throughout, as needed. Incorporating one into the American Revolution theme, I would have the graphics while reading the textbook chapter, and have the students make a timeline for homework.

Classrooms using the internet to “visit” somewhere they would have trouble seeing in real life, or enriching a trip they will take. Used For: Helping students synthesize what they learned on a class field trip Preparing for an upcoming class field trip Providing information about areas not accessible during a field trip Providing information about areas a teacher visited

Possible Resources: Google: [YOUR TOPIC] + “VIRTUAL TRIP” s%20and%20WebQuests.htm For Social Studies Exclusively… udies/fieldtrips.html

Since Virtual Trips are informative, they are perfect to place at the beginning of a lesson, although you can use them at any point you would otherwise take a real field trip. Incorporating one into the American Revolution theme, I would have the students take the trip just after reading and discussion the textbook chapter the class before.

Teachers using a program to isolate websites, pictures, and videos, on a specific topic, which students use to answer specified research questions. Students work in groups, with each member having a specific and unique “job” that contributes to the final product. Allows Students To: Learn about a topic at their own pace Work in groups with a team goal Be engaged on multiple learning styles Achieve per their best intelligence (Gardner) and ability

Possible Resources: Google: [YOUR TOPIC] + “webquest” More Advanced User Can Use: Publisher

Since WebQuests reinforce information talk about or read about in class, they are perfect right after key concepts have been covered. Used appropriately, they could also serve as the way students learn key concepts. Incorporating one into the American Revolution theme, I would have the students work in groups to answer key questions about the American Revolution, right after the Virtual Trip.

Use of online resources to find accurate and reliable information needed to complete a project and/or paper. Used For: To find the most up-to-date information not easily obtained elsewhere Helps students learn to analyze information in both graphic and text forms Develops location abilities used later in the workplace

Possible Resources: Google: [YOUR TOPIC] + [SPECIFIC DETAIL]

Electronic Research is a great way for students to discover, alone or in groups, more information about a specific part of an overall topic. Most textbooks and overall websites do not have fine details, and websites allow students to dive deeper. To incorporate research into the American Revolution theme, after learning the facts and history I would now assign students (alone or in groups) to research a specific person or event, and write a paper about it, which would later be used for presentation.

Use of digital media to deliver a final product and/or presentation. Types of presentations can range from PowerPoints with speeches to Digital Storytelling with personalized, student created movies. Used To: Add creativity that reinforce concepts Personalize associations with the study of geography, history, economics, government, and other related disciplines Foster skills in analysis and critical thinking Represent abstract and concrete social studies concepts Helps students learn to analyze information in both graphic and text forms

Possible Resources: Microsoft PowerPoint ActivePresenter Software Windows Movie Maker or iMovie Student Created Virtual Tour and/or Teacher Directed Combination of the Above

Digital Presentations are a final product, that come at the end of a unit. For the American Revolution theme, I would incorporate a Prezi or PowerPoint, definitely with speech.

Games or other interactive media, designed for educational purposes, to teach students a skill or help them understand a concept. Used To: Reinforce rote memory of facts or vocabulary Practice skills Reinforce abstract concepts in a virtual environment

Possible Resources: Websites that help with notes and vocabulary: PowerPoint Jeopardy Websites with helpful games: Other teacher’s webpages: And even regular video games, such as Civilization

Games are a less often used or appreciated medium to get students to learn more about a topic. Games are especially good at getting students’ attention and then getting information into their thoughts. When games are truly interactive (such as Civilization) the mechanics of a subject are learned through emersion. For the American Revolution theme, I save games as a follow-up for any group member who is finished with their WebQuest, or even assign gameplay as homework.

Adding a community component to your overall project is a great way to make your students feel more attracted to the project because it will mean more and have a more authentic purpose. Possibilities Include: Posting the projects Having an outside expert assist in the development Relate the projects to something in the local community Have the projects relate, or be the example for other grades

For the American Revolution theme, students could memorize their researched people, dress as them, and then give short historic speeches about “themselves” as if in a wax museum - during a school open house!

Instructional Technology has a plethora of ways to increase productivity, learning, and retention of information in Social Studies, when used correctly. As the level of technology implemented increases, so does student engagement in what they are learning. Adding a sense of community makes the learning more authentic. What to use is not as important as how to use it. If you have questions come see me or the Curriculum Advisor. We will also have follow-up discussions of what worked or did not in your classroom.

Roblyer, M.D., & Doering, A.H. (2013). Integrating educational technology into teaching. (6th ed.). Pearson. American Revolution: [website]. Retrieved November 1, Virtual Marching Tour of the American Revolution War [website]. Retrieved November 1, Dutton, Rachel. The Road to the American Revolution [website]. Retrieved November 1, The American Revolution [website]. Retrieved November 1, LIBERTY! Road to Revolution Game [website]. Retrieved November 1,