Throughout this blog, I have discussed the importance of incorporating technology within the classroom and how these technological innovations help teachers to effectively facilitate learning within the classroom and help students to learn authentically to make their learning be creative and meaningful in real life, if properly used. For this entry, I will discuss how the implementation of technology in today’s classroom can impact my ability as a developing teacher under the learning area of History.
With the increasing technological innovation in today’s society, being a digital teacher means being able to incorporate technology with the specific learning content whilst making the learning area inclusive, interactive, engaging and meaningful to create a great learning environment that will cater to the diversity of learners (Hooper & Rieber, 1995). As a pre-service teacher in the 21st century, it is important to be aware that technology is not just a mere tool in the classroom that can be used to alter the traditional way of facilitating knowledge by using some features of technology, instead have a thorough understanding of the further impact technology in students’ learning if utilised properly (Howell, 2013). As a pre-service teacher in the 21st century, it is significantly important to promote the use of technology within the classroom to prepare students to being digitally literate that will be critical for future employment.
As Thomas Ketchell discussed in his TedxTalks in 2014, he claimed that teachers need to make history context to be brought into life, to make it engaging and inclusive for students’ learning. As a developing History teacher, truly, it is important to learn how to properly use different technological features, but what is more important is to learn and understand the importance of implementing these technological features and how it can aid social studies content to be comprehensible for learners diversity (Mason, et. al., 2000). However, in order to do this, teachers must have a “deep understanding of the related technology and appropriate pedagogy” (Li, Lemieux, Vandermeiden, & Nathoo, 2013). As a pre-service History teacher, I provide a wide variety of historical context ranging from journal articles, historical websites and Youtube videos to help students with their content understanding. Therefore, it is important to be aware of the checklist evaluation that can identify the credibility and integrity of the historical context to be able to teach students the skills and ability of analysing whether the information within a specific source is plausible for their learning content.
Teaching History in the 21st century: Thomas Ketchell at TedxLiege (TedxTalks, 2014).
Due to the amount of information that are taught within the study area of social sciences, pre-service teachers like me need to be able to conduct activities that are engaging and interactive that can also synthesise information effectively that will cater for students’ capabilities. Now, with availability of technology in the classroom, teachers can enhance classroom instructions and activities whilst also making inclusive and interactive for students (Rowe, 2014). This can be done by using timeline makers softwares such as Sutori and ReadWriteThink’s Student Interactive Timeline, short Youtube video clips, and interactive blogs that students can access in their own time.
Example of synthesising historical information using interactive Youtube Videos:
World war 2 in 7 Minutes (John D. Ruddy, 2014)
As a developing digital teacher, it is important to be digitally literate to be able to incorporate interactive aspects of technology in the state of 21st century education. As well as, teaching students digital literacy abilities that they will highly utilise outside of school and make them prepared for future employment and be informed citizens.
Educational Technology and Mobile Learning. (n.d.). 6 Steps to Easily Evaluate Information Online [Photo Image]. Retrieved from http://www.educatorstechnology.com/2013/07/6-steps-to-easily-evaluate-information.html
Hooper, S., & Rieber, L.P. (1995). Teaching with technology. In A.C. Ornstein (Ed.), Teaching: Theory into practice, (pp. 154-170). Needham Heights, MA: Allyn and Bacon.
Howell, J. (2013). Teaching with ICT. Victoria, Australia: Oxford University Press.
Li, Q., Lemieux, C., Vandermeiden, E., & Nathoo, S. (2013). Are You Ready To Teach Secondary Mathematics in the 21st Century? A Study of Preservice Teachers’ Digital Game Design Experience. Journal of Research on Technology in Education, 45(4), 309-307.
Mason, C., Berson, M., Diem, R., Hicks, D., Lee, J., & Dralle, T. (2000). Guidelines for using technology to prepare social studies teachers. Contemporary issues in tehcnology and teacher education, 1(1), 107-116. Cite Journal.
Rowe, C.M. (2014). Teacher behavior in the digital age: A case study of secondary teacher’s pedagogical transformation to a one-to-one environment (Master’s Thesis). Retrieved from http://search.proquest.com/openview/9b354d8b94dcb878891189943e2968b5/1?pq-origsite=gscholar&cbl=18750&diss=y
Ruddy, J.D. (2014). World War 2 in 7 minutes [Video File]. Retrieved from https://youtu.be/wvDFsxjaPaE
TedxTalks. (2014). Teaching History in the 21st century: Thomas Ketchell at TedxLiege [Video File]. Retrieved from https://youtu.be/8eIvGtn1NAU