You are here:

The Role of Photoblogs in Social Studies Classroom: Learning About the People of the Civil War

, , , The University of North Carolina at Chapel Hill, United States

CITE Journal Volume 17, Number 4, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

Using the of Humans of New York photoblog concept, the exemplar lesson plan described in this article incorporated technology and the replacement, amplification, and transformation framework to modify a traditional social studies lesson on the American Civil War into an engaging and inquiry-based lesson.  Students researched individuals who lived during the American Civil War and created their own digital storyboard of Humans of the Civil War.  This lesson idea uses available technology to engage students in more meaningful instruction that goes beyond lectures.  Doing so allows teachers to transform their lessons using technology in authentic ways that help students become more active agents in their learning.  This lesson requires students to make strategic decisions about what is important to know about historical figures and how best to tell their story while also learning about the war.

Citation

Barrow, E., Anderson, J. & Horner, M. (2017). The Role of Photoblogs in Social Studies Classroom: Learning About the People of the Civil War. Contemporary Issues in Technology and Teacher Education, 17(4), 504-521. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved August 18, 2018 from .

View References & Citations Map

References

  1. Armstrong, P. (2017). Bloom’s taxonomy. Retrieved from the Vanderbilt University Center for Teaching website: https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy
  2. Beal, C.M., Bolick, C.M., & Martorella, P.H. (2008). Teaching social studies in middle and secondary schools (5th ed.). New York, NY: Pearson.
  3. Bruns, A. (2011). Beyond difference: Reconfiguring education for the user-led age. In R. Land& S. Bayne (Eds.), Digital difference: Perspectives on online learning (pp. 133–144).
  4. Di Blas, N., Paolini, P., & Sabiescu, A.G. (2012). Collective digital storytelling at school: A whole class interaction. International Journal of Arts and Technology 5, 271–292.
  5. Heafner, T. (2004). Using technology to motivate students to learn social studies. Contemporary Issues in Technology and Teacher Education, 4, 42–53. Retrieved from http://www.citejournal.org/volume-4/issue-1-04/social-studies/using-technology-tomotivate-students-to-learn-social-studies
  6. Howland, J.L., Jonassen, D.H., & Marra, R.M. (2012). Meaningful learning with technology (4th ed.). New York, NY: Pearson.
  7. Hughes, J., Thomas, R., & Scharber, C. (2006). Assessing technology integration: The RAT – Replacement, amplification and transformation– Framework. In C.M. Crawford, R.
  8. Kozlowsky, A. (2016). Get your students creating content with Adobe Spark Suite. The Social Studies Lab: Thoughts on teaching history as an investigation and the uses of ed tech in the classroom. Retrieved from http://www.thesocialstudieslab.com/2016/08/getyour-students-creating-content-with.html.
  9. Krathwohl, D.R. (2002). A revision of Bloom’s taxonomy: An overview. Theory Into Practice, 41, 212-218.
  10. Kuo, Y., Belland, B.R., & Kuo, Y. (2017). Learning through blogging: Students’ perspectives in collaborative blog-enhanced learning communities. Educational Technology and Society, 20, 37-50.
  11. Li, K., Bado, N., Smith, J., & Moore, D. (2013). Blogging for teaching and learning: An examination of experience, attitudes, and levels of thinking. Contemporary Educational Technology, 4, 172-186.
  12. Looi, C.-K., Zhang, B., Chen, W., Seow, P., Chia, G., Norris, C., & Soloway, E. (2011). 1:1 mobile inquiry learning experience for primary science students: A study of learning effectiveness. Journal of Computer Assisted Learning, 27, 269-287. Doi:10.1111/J.13652729.2010.00390.x
  13. Martin, F., & Ertzberger, J. (2013). Here and now mobile learning: An experimental study on the use of mobile technology. Computers& Education, 68, 76-85.
  14. McLoughlin, C., & Lee, M.J.W. (2008). The three P’s of pedagogy for the networked society: Personalization, participation, and productivity. International Journal of Teaching and Learning in Higher Education, 20, 10-27.
  15. Mishra, P., & Koehler, M.J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108, 1017-1054.
  16. Papastergiou, M., Gerodimos, V., & Antoniou, P. (2011). Multimedia blogging in physical education: Effects on student knowledge and ICT self-efficacy. Computers& Education, 57, 1998-2010.
  17. Prieto, L.P., Villagrá-Sobrino, S., Jorrín-Abellán, I.M., Martínez-Monés, A., & Dimitriadis, Y. (2011). Recurrent routines: Analyzing and supporting orchestration in technologyenhanced primary classrooms. Computers& Education, 57, 1214-1227.
  18. Sadik, A. (2008). Digital storytelling: A meaningful technology-integrated approach for engaged student learning. Educational Technology Research and Development, 56, 487506.
  19. Schulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
  20. Sharples, M., & Pea, R. (2014). Mobile learning. In R.K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 501-521). New York, NY: Cambridge University
  21. Wheeler, S., Yeomans, P., & Wheeler, D. (2008). The good, the bad and the wiki: Evaluating student-generated content for collaborative learning. British Journal of Educational Technology, 39, 987-995.
  22. Windham, C. (2005). Chapter 5: The student’s perspective. In D.G. Oblinger& J.L. Oblinger (Eds.), Educating the Net Generation (pp. 5.1-5.16). Washington, DC:

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.