"Supporting Instruction with Technology"

https://docs.google.com/spreadsheets/d/1e7UzkDxoBXnxGQSsevTjG57vu6IZR2z4lOJLl9_ybZw/edit#gid=0


I chose "Backstairs at Brucemore: Life as Servants in early 20th century America" because of the lack of focus on the middle and lower classes in the history content area. We, humans and educators in particular, consistently base our lesson plans around the 1% of the population that was (often) the wealthiest and most powerful part of society, and had the biggest individual contributions to shaping society as it exists today. However, the masses play a huge part in history, either through supporting a leader or organization, or by shaping the culture that facilitates a political structure. The distinct nature of books such as Zinn's "A People's History of the United States" illustrates the need for more narratives about the common man to be a part of our student's curriculum.

"Brucemore" does a good job, albeit traditional, of directing the use of technology within teaching strategies to satisfy the curriculum requirements in NJ. For example, bulletin boards and displays for projects are all mentioned in the activity directives. A step further by the teacher enables the use of the lesson plan to be adapted for the newest technologies, such as smart boards, Ipads, computer models, digital maps, and video and voice recordings.  The possibility for advanced technologies is only feasible because the lesson plan is so rich in learning opportunities. Specifically, the class is prompted to go research through primary texts, contemporary publications, enter into apprenticeships, and visit historical sites.

Technology is only valuable if the material that is being evaluated is dynamic enough to offer multiple learning opportunities. "Brucemore" is an important subject matter, and has a lesson plan that is sufficient to point the class in the right direction, but with enough flexibility to allow for multiple discovery learning possibilities. Students are able to take initiative and eventual ownership in their education, thereby facilitating internalization and retention of the content.

"Pedagogy and Technology"

1) Instructional Strategy: Monitor Progress - Think, pair, share
App: Ithoughts: https://itunes.apple.com/us/app/ithoughts-mindmap/id866786833?mt=8

Students visually map their thoughts, ideas, and how these concepts interact in a larger system. They then post and compare with each other as partners, before coming together into a larger group. The dialogue and negotiation ensures greater assimilation of the new knowledge, as well as future retention.

2) Form Groups - Jigsaw
Evernote app: http://www.techhive.com/article/2599838/the-best-apps-for-taking-notes.html

Students will use the Take Notes app to absorb the knowledge of other group experts. They will then return to their initial group and act as the scribe for their specific material, combining all the information into one group page.

3) Adapt Content - Learning Contract
Contract Maker Pro Lite App: https://itunes.apple.com/us/app/contract-maker-pro-lite/id448016945?mt=8

This app will give authenticity to the contract construction, which will require ownership of the learning process. Investment is more likely if goals are self constructed and agreed to.

4) Share ideas and opinions - Four Corners
Twitter: https://twitter.com/

Twitter will be used to follow up the Four Corners classroom exercise. Students will continue to post their own thoughts and opinions, piggyback on their peers, and be forced to negotiate and defend their own ideas. The learning process continues past the bell!