Technology Position Statement:
I believe that all students should have access to technology. Technology should be utilized to help students access their education, engage them in their learning, and prepare them for future opportunities. Technology in the classroom should be used to transform the educational experience, rather than be a substitute for paper and pencil.
I believe that all students should have access to technology. Technology should be utilized to help students access their education, engage them in their learning, and prepare them for future opportunities. Technology in the classroom should be used to transform the educational experience, rather than be a substitute for paper and pencil.
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Here is a link describing my own technology competency using Knovio. Enjoy!
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Student resources
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RESOURCE:
Students often don't know how to determine what is real and not real on the internet. The Conversation: How to Spot Fake News- an Expert's Guide for Young people is a great resource for young people to reference when determining if a source online is reliable. Reflecting Question: How can you determine if a website is an accurate source of information? |
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Here are some resources I have posted for student use on my Google Classroom Forum:
Mindfulness for Students Rewordify Vocaroo Voice Recording Reflection Question: How can I help students who struggle with reading and writing access information in a text-rich class. |
Students explain digital citizenship:
Sometimes students say it best! Here is some advice from middle school students on how to be a good digital citizen! Digital Citizen Advice |
These 3 concepts are often said together, but here is the explanation of their link:
What is Digital Citizenship, Digital Literacy, and Digital Safety? Reflecting Question: How can I help students to define digital citizenship in their lives? This website explains the 9 Elements of Digital Citizenship:
Digital Citizenship Reflecting Question: How can these elements be concentrated to a more clear list of expectations? 
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student choice menu: mastery project
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To the right is the document students would receive to choose their project topic and action. Below is the format and the resources I would post to Google Classroom to ensure that students received the support and instruction they need. I also included the ISTE standards addressed in the descriptions below.
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Attention all students! After Thanksgiving we will be entering the last 3 weeks of our semester! This is the beginning of the end! We have explored the world and learned about 5 different regions: The Romans and Byzantines, the Islamic Empire in the Arabian Peninsula, West Africa, China, and Japan.
At this time in the year, we have practiced skills that you will need to be successful historians and adults. With the end of the year upon us, I would like you to choose a region you are most passionate about and a project in which to demonstrate your mastery of that region.
Below I have created a menu of projects from a few of the regions we have studied, but you are not tied to them. For example, if you would like to create a comic strip about Muhammad's Journey, rather than West Africa you are more than free. Any topic we have covered can be used for any of these 3 options.
At this time in the year, we have practiced skills that you will need to be successful historians and adults. With the end of the year upon us, I would like you to choose a region you are most passionate about and a project in which to demonstrate your mastery of that region.
Below I have created a menu of projects from a few of the regions we have studied, but you are not tied to them. For example, if you would like to create a comic strip about Muhammad's Journey, rather than West Africa you are more than free. Any topic we have covered can be used for any of these 3 options.
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Option 1: West African Comic Strip
In the beginning of October we learned about how civilization developed along the coast of West Africa. Small families and clans banded together for protection. Over time, these villages became 3 large empires: Ghana, Mali, and Songhai. This is a story that is often lost or forgotten in history. If you choose this project you are going to create a comic strip based on this story. Use this link to get started: Storyboardthat.com Create your free account so you can save your work as you go! I have attached directions and a paper-based version of the project if you choose not to use your Chromebook. Alternative topic: Muhammad's Journey/the Origins of Islam ISTE Standard: Knowledge Constructor: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. |
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Option 2: West African or Imperial China Artifact Analysis
We have been practicing our primary source analysis skills and now it is up to you to take action! You are going to choose an artifact of your choice to create a 4 slide presentation about the artifact. We are practicing historians. On Google Classroom you each have a document assigned to you titled "Artifact Sources." On this document you will see links to museum exhibits. Explore these exhibits and choose an artifact. Follow the directions for each slide also attached to the assignment on Google Classroom. Next steps! If you want an A+ on this assignment you must take action for our community. All the artifacts linked in your Google Doc belong to other museums. Your job is to compose an argument requesting these museums to lend the artifact you researched to our local Bowers Museum in Santa Ana. I will submit these arguments to the Bowers for them to send to national museums! One day maybe you will get to see your artifact in person! I've attached the directions, the Google Doc (view only, the links are only active on Google Classroom) and a sample project from last year. To the right are the links to the Chinese exhibits at the Met. The artifacts from this collection would fit nicely with the China exhibit currently at the Bowers. ISTE Standard: Global Collaborator: Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally. |
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Option 3: Feudal Japan Stop Motion Animation
Claymation and movie lovers this is your chance to create your own movie about feudal Japan! You can choose from a variety of topics ranging from Japan's cultural development, the Golden Age, and samurai culture.
** This project requires the use of an iPhone or Android smart phone**
You are going to use the app Free Stop Motion Studio to create a 2 minute long movie about Feudal Japan. Here's how to start:
Alternative: You can also use the materials and directions to create a graphic novel about Feudal Japan using the storyboard link in option 1.
Click HERE for a tutorial video on Stop Motion Studio
Alternative Topics: The Fall of the Western Roman Empire, the Rise of the Byzantines, Muhammad's Siege on Medina, China's Inventions, Early Societies in West Africa.
ISTE Standard: Creative Communicator: Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.
Claymation and movie lovers this is your chance to create your own movie about feudal Japan! You can choose from a variety of topics ranging from Japan's cultural development, the Golden Age, and samurai culture.
** This project requires the use of an iPhone or Android smart phone**
You are going to use the app Free Stop Motion Studio to create a 2 minute long movie about Feudal Japan. Here's how to start:
- Brainstorm the main idea and 4-6 key points of your assigned topic that will need to be animated.
- Create a title and brief animation storyboard with your pair/group.
- Create characters and a setting.
- Place characters in the setting and take a picture. Move the character slightly and take another picture. Repeat process.
- Place sound in the animation by either creating a recording or importing music.
- Save the project to the device camera roll. Select the MEDIUM 360-p file option when prompted.
- Submit your project to the assignment posting on Google Classroom.
Alternative: You can also use the materials and directions to create a graphic novel about Feudal Japan using the storyboard link in option 1.
Click HERE for a tutorial video on Stop Motion Studio
Alternative Topics: The Fall of the Western Roman Empire, the Rise of the Byzantines, Muhammad's Siege on Medina, China's Inventions, Early Societies in West Africa.
ISTE Standard: Creative Communicator: Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.
