Integreation of Sony Wonder Technology Lab and Met. Museum of Art

What does the Sony Wonder Technology Lab have in common with Met. Museum of Art? A hands on approach to inquiry based history. They may not have content in common; however, it is feasible for an educator to effectively integrate aspects of both resources into meaningful and engaging lessons. I would focus on the skills of inquiry, problem solving, and critical thinking. Both venues are ideal for these skills- skills that are required in a classroom and in the 21st century work place. Every educator must effectively teach skills, and that means not teaching skills in a vacuum. If I were to plan a lesson it would more than likely focus on how the technology at the Sony wonder technology lab compares to the technology demonstrated in ancient Greek and Roman technology. I would ask my students to look at the level of technology and consider which civilization, 2007, the ancient Greeks, or the Romans represents a more advanced civilization and why? When we study Greece and Rome, and any early civilization we look at contributions to history and the effect of those contributions. These two museums would allow for a higher level comparison of three different, yet similar thematically, civilizations.

Tapped In Experience

I was pleasantly suprised about my Tapped In experience. I arrived an hour early and remain logged in. I was able to check back in as I pleased. The moderators in the welcome area are logged in and will respond when ever you beckon. Just like OnStar-but I can afford this. I joined the SS forum and researched the leaders profile... I want to know who I am going to be learning from. It was very hard to stay focused as there were many people from our class and we kept chatting with each other. The moderator had to refocus us. For the most part since many BEPT classmates were there the other folks just laughed at us and helped us through the paces. We did gain some valuable websites and a cross curricular lesson. Our moderator was pancient with us and gave us co-curricular lessons for the end of the year; however, in Indiana where he was teaching they don't have Regents so we had to explain that the end of the year is when overdrive is kicked in. Overall it was a great experience felling like "one of the group" of the educators in the room. They shared a great deal and have inspired me to visit the links to adapt to my teaching.

Field Experience Update

In addition to other tasks, such as serving on the district technology committe, a main focus is to present a professional development session to my department regarding googleEarth at our next department meeting. With our last server update we had googleEarth imaged to all computers so teachers have access on a permanent folder. I will be showing the department how to access, tips for usage, situations for use, and how this program can improve their teaching, and students learning. I will keep the class updated as how the session went.

Field Experience Update

In addition to other tasks, such as serving on the district technology committe, a main focus is to present a professional development session to my department regarding googleEarth at our next department meeting. With our last server update we had googleEarth imaged to all computers so teachers have access on a permanent folder. I will be showing the department how to access, tips for usage, situations for use, and how this program can improve their teaching, and students learning. I will keep the class updated as how the session went.

The Metropolitan Museum of Art- New Greek and Roman Galleries

Funny story alert. My wife and I both love the The Metropolitan Museum of Art; however, since my wife is in medical school we are both spendthrifts. We know that it is donation only, but every time we attempt to go in and give a small donation we walk out embarrassed- not wanting to go in without paying the full admission.- Now back to the assignment.
One of my favorite world history components is Greek and Roman history. I have often thought of taking my students to the rich and vast resources of the museums in the metro NYC area; however, being a new teacher I do not want to risk something with the trip into the city (yes they can get around the city better than me.. but that is the problem). I have utilized the online tours and galleries as a way of enhancing my teaching. When studying Greek culture I linked my PPT lecture to the Met. and the students were able to see classical architecture, columns, and the idealistic Greek art and description of early Greek life on the urns. Instead of relying on the textbook I can have the students take a gallery walk on the online tour. Being able to look at the new Greek and Roman Gallery online has awakened the desire to go back to the met and pay the price.
These online tours can be utilized by classrooms who do not have the ability as I do to actually take a trip to the Met (or other museums- I think that the Science Museum in Minneapolis is top notch and the online tour keeps me close) or afford to send all students. Teachers can also contact the education outreach (or similar title) of the museum for online lesson plans from most museums.

Google Earth, Maps, and Community

I have been interested in Google Earth since the beginning of this year when I was complaining about the lack of detailed geographic maps. I have a great digital collection of historical maps; however, in my Global 9 class I am always trying to demonstrate the effect that geography plays in the historical development of every civilization. Google has answered my call. Now when I want to show how China's geography isolated it and allowed the civilizations to develop a unique and ethnocentric culture I can pull up Google Earth and show the Gobi Desert, the Himalayas, and other landforms. It gives educators and students tool's to take command of such a large, yet vital, aspect as geography. Any Social Studies teacher must be well versed in geography and this is the best way to make it come alive for students.

Darfur Is Dying Review

I have tried to share this site with my fellow teachers; however, the site is blocked on our server. It should be unblocked by the end of this week. As stated in the Darfur eurogame.net article it is an oversimplification of the process; however, it does bring the main aspects to life- in particular the young boys are sent to get the water because they are quicker (something I realized when running with the girls), and that if you choose not to get the water your camp will suffer (I mention this in just to highlight the humor of me not wanting to get captured again and thinking I will win if I don't get the water). I think that in order to bring the horror out to our students is where the teacher would step in. We have no need to show pictures or images of the horror; however, first hand accounts can shed light on the pain and suffering that the people are experiencing. I don't think any teacher would teach this subject (which if you are a global history teacher was highlighted in the 05/06 Regents Thematic essay question of World Problems) just with this game. If I were to teach this I would give background, first hand accounts, causes (political , economic, and social) effects (political, economic, and social) then have students explore the game and reflect and draw connections. This is a complex crisis but also a modern one with vast resources at an educators disposal. On a different note PMHS has a Genocide Awareness group and I sent this website to one of their members with the condition that they would report back to me with their thoughts.

McCain Campaign

As a fellow military veteran I am always interested in McCain's political life. I chose to investigate his website and his presence on U-Tube (minus the Bomb- Iran slip). I looked at McCain's website and his You Tube links on the day that he announced his bid for the 2008 Republican Nomination and the subsequent presidential office. On his website he is clearly looking for potential voters such as myself to donate, inform themselves, and become an active member of his campaign. His You Tube announcement (which could be accessed from his website) clearly was meant to announce what most of the people who kept tabs on him knew, that he was running for president. I envision McCain using You Tube to just rebroadcast his speeches and his ads. Dean 04 really opened up the use of the WWW and the tools available to a new generation of voters. Many people called his campaign grassroots but I like to refer to it as CyberRoots. I will never publish my political views in order to keep my instruction and influence as a social studies teacher separate from my personal life, but I am still receiving emails from both the Dean for Democracy campaign and the Swift Boat Veterans for Truth organization. We are on the fringe of a new voting generation. Many young Americans feel out of touch with today's politician. People like Jesse Ventura and Howard Dean have proved that while the AARP may be a large lobby group the young people of this nation are as formidable of a force and they must be reached if you would like the office you seek.
In a similar way that presidential hope-fulls can reach a focus group with the use of the net so can classroom teachers; however, they must be more careful. Last year, in my first year teaching, I ran into a student outside of school on the second day of the school year. I was taking a train to meet my father in the city for a Yankee's game. This student asked me for my MySpace address. At first I was adamant that I would never use one to communicate to my students as I have another medium through E-Chalk; however I reflected on the situation if I was not in a tech. savvy and fortunate district as Pelham. If my district did not have the means to support a system such as E-Chalk I would most certainly use MySpace as a class page posting assignments, announcements, messages to students, and extra information meant to engage my students. The net has many tools to assist in communication and learning that we are only beginning to harness. We must do so with a cautious enthusiasm as our profession demands that we place the safety and welfare of our students above anything else.. even the quest for knowledge; and , with proper training our educators can accomplish this.

Campaign Ads Have Multiple Goals: Ease History Task

As a student of history I think that this is a great learning experience. I am exposed to many political profiles in an interactive manner. I learned interesting facts about presidential candidates that I did not know before, and I was entertained. As a teacher I was searching for a time that I might use this exact aim (Campaign Ads Have Multiple Goals) in a stand alone lesson. I would approach this as a skill that I bridge into a lesson with content that is needed to meet standards. This activity would give me a great opportunity to practice the skill of multiple perspectives and I could discuss particular candidates that I would want to expose my students to. In short I would modify the task by choosing the candidates they will research. Great task that I can see myself using.

Sony Wonder Technology Visit

After reflecting on the Sony Wonder Technology Lab the technologies that might best support learning would be engaging, real world, content specific, and reflective. I am choosing not to list any particular product at this point because I don't think that the absolute technology exists that will meet the needs of students and teachers in terms of what each group is looking for. Technology must be engaging to ensure that students want to use it. Games would be the ideal here; however, games would not meet the teachers desire for content specific. Technology to support classroom learning must be content specific in order to achieve goals laid out by curriculum requirements. The technology must be real world in order to develop 21st century skills that employers desire in the workplace. Finally the technology must allow for reflection in order to create a connection to the aim of the lesson. (NOTE:When posed the question what technology might best support learning I am not looking at adaptive technologies I am referring to an activity that might be used in the class.)

Setting Up a VTC

I have received a question on how to set up a Social Studies Video Teleconference. My best suggestion is to go through the Baseball Hall of Fame. It may sound funny, but I had the best experience. The BHOF has a great education program. Use this link to look through their program (http://www.baseballhalloffame.org/education/experience/videoconferences.html). Your next step would be to contact your IT specialist to check your tech. capability. The only down side is the cost. It is approx. 100$ to conduct one. Planning is the key and a backup is always needed.

Cognitive Flexiblity Theory/Ease History Reflections on Reading/Website

After reading the article I did not feel as if I had a good understanding of what CFT was. I did see goals and justifications of it; however, I was a little confused as to how a teacher could use CFT as the bridge between disciplines and teaching tools that CFT stated it could be. As the article stated I Google searched "Spiro cognitive flexibility " where I was able to read other articles that assisted me in my understanding such as Boger-Mehall's article.

To further enhance my understanding I reflected on the Ease History website. I was able to get a better understanding of CFT by using the site and I came to a moment- where the light went on. As I was reading the article I kept saying "this CFT sounds great, but give me a concrete example (or case as the article referred to). Then I remembered that the Ease History website matches the description of hypermedia demonstrating the use of CFT. I pictured myself using the site to create problems that my students would have to solve that dealt not just with history, but with using 21st century skills, and formulating habits of mind. Cognitive flexibility states that how students are taught has a direct influence on how they use that knowledge. If we teach rigidly and in a vacuum then that knowledge will only be used in a vacuum- such as a test. Hypermedia and technology is by its nature flexible; therefore it is the vehicle that can best suit the fundamental aspects of CFT in the classroom.

Comments/Questions:

• This article pairs nicely with the Wineberg article that asks- "Why teach history?". I wonder how many of my students ask that question. With CFT students don't learn in that vacuum, but they connect what they learn to a larger picture.
• What type of training exists for educators interested in CFT principles?
• Would an entire educational curriculum need to be developed around CFT for it to work. In other words would an entire district need to "buy in" to the principles of CFT? It would seem to me that if one teacher was the only one implementing CFT than they would be fighting a loosing battle.

Tromblee Field Experience Spring 07- Overview

This semesters field experience will be focused on seeing what a technology specialist would encounter at PMHS. I will continue to serve on the district technology committee and I will be assisting one Tech. Specialist with jobs where I am needed. I volunteered my services to him and as the jobs come up he will call upon me. My first job will be posting the daily announcements on the schools website everyday. I know it is simple; however, I must start somewhere. In addition to the previous tasks I will be assisting this semesters lead econ. teacher schedule a video-teleconference with the Baseball Hall of Fame. For a prior Field Exp. I set up the video-teleconference for one of my own classes and this time my goal is to encourage other teachers in my department to use the interactive teaching tool.

Reflections on Historical Thinking and Other Unnatural Acts- Wineburg

As I sat reading the article on the subway this Saturday, before our visit to the Sony Wonder Lab, the article posed a question to me that I am quite familiar with... why study history and furthermore what should we teach when exploring history? As the article clearly states, in today's educational world with more emphasis on math and science history and the other social sciences are being pushed aside. As a social studies educator I feel as if I, and my fellow social studies educators, are trying to convince people that our discipline still merits attention.
The article caused me to reflect as to why a student would want to study history. I think that this is a question when designing units one must take into account. It coincides with the question that I currently ask myself- what do I want my students to know and be able to do after this unit? To expand what do I want my students to understand. There have been lessons I have taught (keep in mind it is only the second year) that while I am teaching it I think to myself... so what. An example is when discussing early civilizations we often look at the contributions of each particular civilization. Many times when we talk about an achievement I ask.. so what. If I am asking that question I know that my students are. This causes me to dig deeper to look for current examples, connect themes, and find the major historical significance, but do my students take this extra step? I think that it should be my job to guide them in taking that extra step.
Another main thrust of this article deals with what history should we teach. Should we teach the text book version that gives overview of the subject or should we examine each event in depth, using aids such as primary sources. This dilemma faces all educators in today's world. I liken the question (since I was on a subway) to visiting a city. A text book is like seeing a city from the subway- you can cover a good amount of territory with little in-depth knowledge of any one particular neighborhood- but you still get a good "feel" for the city. Using primary sources is similar to staying your entire visit in one neighborhood. You become an expert on that one area, knowing all of the ins and outs, but do you know how it fits into the larger context of the city. It is the history (I don't mind being called a history teacher) teachers job to effectively use all teaching tools (textbooks, primary sources, technology, and charisma to hook and engage the student, just as a good visitor to a city, in order to understand the city better, would take the subway to see many different places, spend time in neighborhoods that interest them, and compile all of their experiences to tell someone what the city is like.

Comments/Questions Based on Reading:

• Historical understanding comes with relating present experience with themes that endure throughout history
• Each generation, society, or individual, must adapt history to meet their needs to live/learn by a set of ideals (comment in response to Weinberg's comments regarding the two sides of Locke)
• I see the author never fully answering his questions
• Article continues to pit Classical historians against Revisionist's. I look at the "do we tell kids the bad stuff about our forefathers" and questions like that as the nature vs. nurture debate. We don't just tell the history found in Lowen's "Lies my Teacher Told Me" book nor do we teach only from a state directed text. We teach students standards based ,inquiry driven history.
• To answer the authors main question: Why do we study history? We study history to learn what it means to be human