There’s a Place for Us
by Matthew
Joachim
After reading Chapter 5, we have received
a thorough overview of the policies and procedures for researching and
evaluating Internet information. As a
result, it is our responsibility as educators to ensure that our students are
capable of accessing and assessing new information when it is encountered. For myself,
this can be successfully achieved through the use of highly-organized,
carefully-planned lessons which incorporate specific websites and search
engines that directly address learning objectives. Additionally, when all of these tools and
strategies are skillfully employed during instruction, it creates truly valuable
learning experiences that integrate the three domains of knowledge while also
providing differentiated instruction for all learners.
Consequently,
I found myself drawn to Table 5.1, the list of specialized search engines and
databases, on page 120. These resources
are valuable tools when designing lessons because they allow students and teachers
to narrow searches for information relevant to the topics being covered in
class. For example, the Library of Congress American Memory seems
like an extremely valuable tool for providing students with primary source
documents for reading and writing assignments on US history. It is oftentimes difficult to find history
materials from a single, comprehensive source which makes the format of this
database all the more attractive.
Compiling all relevant content area knowledge into a single database provides
an extremely valuable advantage for teachers since they now have resources
dedicated to their specific subjects.
Aside
from the Library of Congress, numerous other organizations have introduced
their own online databases for use in the classroom. Among them, the History Channel, National
Geographic and the Discovery Channel
are perhaps the most prominent. All
three have been staples of educational reading and television for decades,
helping teachers validate their credibility and reliability. Additionally, their online databases are
merely more innovative and interactive versions of the material presented
through traditional forms of media. They
contain lessons, graphics, videos, assessments, etc. to help incorporate
multiple forms of learning through the integration of technology. Combined with traditional modes of
instruction, these databases have great potential for transforming history
lessons into engaging, relevant experiences for students on a daily basis. As a result, teachers are able to provide
more effective and meaningful instruction through sources students will not
only enjoy but also recognize from their own lives.
Three
Questions:
1)
Given the wide availability of new databases such as those
mentioned above, what are the prospects for future development of search
engines/databases created and administered by the DOE or individual school
districts?
2) Who determines objectivity when dealing with issues
that evoke a variety of different view and opinions such as politics?
3) Since all three of the aforementioned databases strive
for accuracy, isn’t it possible that technology can be manipulated to forward
popular if incorrect beliefs?
Jason F,
ReplyDeleteI also was intrigued by the chart on that page and all the sites they offered for new teachers. That coupled with the additional sites of National Geographic’s, History.com and even PBS.org has links and pages dedicated to teachers. I think the issue is not letting the children use the internet for assignments; it is teaching them which sites to use. If we find sites that have visual aides, talking figures and other interactive features the student’s would be more inclined to visit them for educational purposes. We have to be honest, the way students learn now is much different then how we were taught. We have to let go of that thinking and learn to adapt to the new change in times. The student’s have learned to adapt to this and so should we. If we continue to push the old nostalgic way of teaching to them, unfortunately we are just making the job harder for us then it has to be.
I agree. Teaching them which sites to use would accomplish our goal of integrating technology into lessons because it allows for appropriate, structured use of the Internet.
DeleteI'm not so sure that we "have to let go" of the traditional methods because whether technology is integrated or not, content and pedagogical knowledge remain foundational components of education. Students are still going to learn the same information regardless of whether it is presented via high technology or more traditional methods. Additionally, applying the best of both worlds is advantageous for those teachers striving to differentiate instruction to engage all learners.
You bring up a great point about the value of Discovery News, the History Channel, and National Geographic in the classroom. All three prove to be incredible resources for teachers that typically go without mention in education classes. The fact that they specialize in science and social studies makes them extremely valuable to content area teachers like ourselves who are often struggling to find reliable, student-friendly resources. When student teaching in a biology classroom, I used Discovery News articles all the time - they're great because they're short, relevant, current articles that are on middle and high school reading levels. I imagine that the History Channel website is just as valuable for social studies teachers. I do notice sometimes, though, that the articles on Discovery News are not always very serious or professional, almost as if they are struggling to find a topic to write about. Do you ever find the same issue on the History Channel website?
ReplyDeleteNot so much. The History Channel site is arranged much like Microsoft Encarta or Encyclopedia Britannica and they make a point of striving for accuracy with all of their information. At the end of all their entries, the editors place a message about striving for correct information and they encourage people with corrections or clarifications to contact them.
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