Engaging Technology for Social Studies
As we look to prepare our students for the future, we know that "learning" is at the core of preparing them for anything. The Saskatchewan curriculum outlines these areas as Cross-Curricular Competencies.
The competencies are addressed through all areas of study and through school and |
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Goals to develop Thinking are:
o Think and learn contextually o Think and learn creatively o Think and learn critically |
Goals to develop Social Responsibility are:
o Use moral reasoning processes o Engage in communitarian thinking o Take social action |
Goals to develop Literacies are:
o Construct knowledge related to various literacies o Explore and interpret the world using various literacies o Express understanding and communicate meaning using various literacies |
Goals to develop Identity and Interdependence are:
o Understand, value, and care for oneself (intellectually, emotionally, physically, spiritually) o Understand, value, and care for others o Understand and value social, economic, and environmental interdependence and sustainability |
Each of these cross-curricular competencies has corresponding outcomes that relate to digital literacy skills. The types of activities that are engaging to students will address these cross-curricular competencies and outcomes. As we present each section, some of the outcomes for the competencies will be outlined.
There are also several other sources for referencing specific digital literacy skills. The International Society for Technology in Education has "NETS for Students" that address the same competencies and outcomes in a different model.
There are also several other sources for referencing specific digital literacy skills. The International Society for Technology in Education has "NETS for Students" that address the same competencies and outcomes in a different model.
Common Elements of "Engaging Projects"
Doug Johnson, in his book The Classroom Teacher's Technology Survival Guide, examined projects that engage both learners and teachers. While many of these projects included technology and teach 21st century skills, there are some common characteristics in each of the four "A" categories below:
AssignmentsAssignments that matter...
1. Have clarity of purpose and expectations. 2. Give students choices. 3. Are relevant to the student's life. 4. Stress high-level thinking skills and creativity. 5. Answer real questions. |
ActivitiesActivities that matter...
1. Involve a variety of information-finding tasks. 2. Are hands-on. 3. Use technology. 4. Ask students to communicate more than just verbally. 5. Are often complex, but are broken into manageable steps. |
AssessmentAssessments that matter....
1. Have results that are shared with people who care and respond. 2. Use authentic assessment tools. (Quality indicators likes rubrics and checklists are provided and/or developed as a class). 3. Provide samples and examples that give the learner a clear idea of what quality work looks like. 4. Allow learners to reflect on, revisit, revise, and improve their final projects. |
AttitudeTeachers who enjoy authentic, project-based learning...
1. Are comfortable with a loss of control over time, the final product, and "correct" answers. 2. Accept active students rather than passive students. 3. Believe that given enough time, resources, and motivation, all students are capable of high performance. 4. Recognize that their expertise must be in learning and research process, not just in a subject area. 5. Know that their own enthusiasm is more important than ever. 6. Understand that these kinds of projects don't always work the first time....but keep trying! |