they consider the evidence they have selected to identify the purposes and key Use animations from features of each of the 13 colonies. There previous slides. Chart were a number of technology possibilities to that changes on the consider for each of these LATs. left, with images of students doing what is *In the View Images activity, presentation described on the right. software was used to show the students Need: presentation several high-quality images of historical image drawings and paintings. This was intended Need: historical map to challenge some of their previously held image assumptions. Need: read text images *During the Read Maps activity, students did access resources. This was because the teacher realized the relative Image of taking notes by hand advantage of using curated historical Web sites. These sites offered the most illustrative and understandable maps for the Need: primary source lesson. documents (e.g., National Archives) *The students read text as they researched the purposes and key features of the colonies. While texts were available digitally, for efficiency, the students used their social studies textbooks, supplemented with photocopied paper documents. *During the lesson, students took notes in their paper notebooks, rather than with digital tools. In this example, the students used an analog tool instead because not all of them had easy access to a laptop, tablet or other digital device. *In the Consider Evidence activity, the students were challenged to find primary source documents that represent multiple perspectives and viewpoints. A digital archive can help make this process of locating documents more authentic, but still efficient enough for the students to use as part of their learning in the classroom. 6 *As this example demonstrates, choices of Image of it worth it?” “is analog and/or digital tools are dependent on question many factors. As you consider different
they consider the evidence they have selected to identify the purposes and key features of each of the 13 colonies. There were a number of technology possibilities to consider for each of these LATs. *In the View Images activity, presentation software was used to show the students several high-quality images of historical drawings and paintings. This was intended to challenge some of their previously held assumptions. *During the Read Maps activity, students did access resources. This was because the teacher realized the relative advantage of using curated historical Web sites. These sites offered the most illustrative and understandable maps for the lesson. *The students read text as they researched the purposes and key features of the colonies. While texts were available digitally, for efficiency, the students used their social studies textbooks, supplemented with photocopied paper documents. *During the lesson, students took notes in their paper notebooks, rather than with digital tools. In this example, the students used an analog tool instead because not all of them had easy access to a laptop, tablet or other digital device. *In the Consider Evidence activity, the students were challenged to find primary source documents that represent multiple perspectives and viewpoints. A digital archive can help make this process of locating documents more authentic, but still efficient enough for the students to use as part of their learning in the classroom. Use animations from previous slides. Chart that changes on the left, with images of students doing what is described on the right. Need: presentation image Need: historical map image Need: read text images Image of taking notes by hand Need: primary source documents (e.g., National Archives) 6 *As this example demonstrates, choices of analog and/or digital tools are dependent on many factors. As you consider different Image of “is it worth it?” question
Module5Script.docx