The variety of resource materials for a utilizing in History teaching Elize van Eeden & Luiza de Sousa (14th SASHT Conference, Crawford College, Sandton, Jnb) 25-26 September 2009 Why can “movie makes it magical” in the classroom? Because of improved teaching, or as a result of “more accessible source information, in its variety of teaching tools that compliments the teaching”? … Perhaps the latter, IF utilized correctly. The ideal is that the history methodology and the application of 21st Century technology should meet each other in the classroom. The wardrobe memory CRITICAL OUTCOMES FOR EDUCATION Specific subject associated outcomes The history curriculum A s s e s s m e n t c r i t e r i a The curriculum theme The purpose then of using source/resource materials ? The history narrative, as teaching methodology and resource materials to create a meaningful and valid understanding of a history theme To strengthen several intellectual thinking skills To support interactive teaching Sources that we are familiar with but not necessarily have visually utilized to their full potential in the past Archaeologic al sources Written sources Oral sources INFORMATION LITERACY Expressive/ visual/ Audiovisual sources 21st Century technology at your door step can bring the past closer to the learner WEB TOOLS For teachers, Web tools can seem fairly disruptive, not merely because they raise safety or privacy concerns, or even because of the technological challenges they present, “but more significantly because they demand a whole new pedagogical approach,” says Richardson. “In fact, once teachers get the help they need to get started, many find that Web tools allow them to do the kinds of things they want to do in the classroom, such as promoting project-based learning, collaborative learning, and critical thinking”. “‘Better teaching with web tools’ How blogs, wikis, and podcasts are changing the classroom” Colleen Gilliard Harvard Education Letter, Volume 23, Number 3, May/June 2007 WHERE can one access electronic resources and sources for teaching History when using Information and CommunicationTechnology? • WWW on Internet explorer • CD-ROM encyclopaedias and Electronic software The Google search engine will work just fine for History educators! The virtual electronic library: Expose learners to a variety of Sources and assignments National Library of South Africa National Library of South Africa A newcomer for 2010!!: ipl2: Information You Can Trust US site of interest - History Today US site of interest - History Detectives A very good example of how South African Educators can use the SASHT website to distribute information Tertiary history educators can develop assessment assignments to evaluate the quality of online websites content & educational approach A history website on Modern History Sourcebook - features European history Website: Modern History Sourcebook - features European history Under multimedia the following four sections can be accessed: • IMAGES • MAPS • MOVIES • MUSIC If you click on music for eg World War I, you can hear the song Pack Up Your Troubles; World War II British Songs of World War II Includes: There'll Always Be An England WM Lili Marlene (German and English) WM White Cliffs of Dover 1942 WM O mio babbino caro ["O dearest Daddy"] M When the Lights Go On Again All Over the World Shortcut to WW2 Lili Marleen (1939 Version) - Google Chrome.flv.lnk You Tube History Journals & books are accessible on the web The South African Journal of Cultural History South African heritage/memorial sites used to obtain sources and resources Access to data and visuals with the click of a button! Website: The centre for History and new media Site: The centre for History and new media http://chnm.gmu.edu/worldhistorysources/r/49/whm.html A closer look at the previous assignment • This is an excerpt of the task together with questions: I set up the assignment by giving each student copies of two documents: Nelson Mandela, “The Rivonia Trial Speech” and Martin Luther King, Jr., “Letter from a Birmingham Jail.”1 I present a brief introduction on the contexts within which both documents were produced—the apartheid system in South Africa and the American civil rights movement. My students have little trouble reading the documents because they are in modern English, so I don’t “translate” anything up front. Students begin reading the documents in class, and as homework, finish up the reading and write answers to a series of questions that accompany the documents. The questions posed about the Mandela source include such things as why Mandela decided that the ANC had to resort to violence to achieve its goals, what distinctions he draws between sabotage and terrorism, why he and other ANC leaders were attracted to communism, and which aspects of apartheid Mandela found most degrading? On the King source, the questions include what King’s responses were to the specific criticisms of his civil rights campaign in Birmingham, how King responds to these criticisms, how he describes his “nonviolent direct action” and what this term means, and what similarities King sees between the American Civil Rights movement and the efforts of Asians and Africans to end imperialism? • 1 Alfred J. Andrea & James H. Overfield, The Human Record: Sources of Global History : To 1700 (Boston: Houghton Mifflin Company, 2000) Digital Innovation South Africa (DISA) DISA is a national collaborative initiative undertaking the building of an online, high quality information resource containing historical material of importance and interest to scholars and students, and making this resource easily and universally accessible. Many websites provide opportunities for setting up blogs, wikis, and other nifty Web tools for educators. Many are free. For detailed help, see Will Richardson’s website, http://www.weblogg-ed.com/, or David Warlick’s website, http://www.landmark-project.com/. Blogs (Web logs) are sequentially organized communication sites for exchanging information publicly or privately (within classrooms). Used as class portals, online filing cabinets for student work, or places for public conversations, blogs can include audio, video, and photo enhancements. For examples of blogs, see: * http://www.blogger.com/ * edublogs.org * classwebs.net * http://www.classblogmeister.com/ To search for blogs by keyword, visit http://www.technorati.com/. Wikis are content-management systems that encourage collaboration. Unlike blogs, wikis can be edited by participants. Such editing can be open (like Wikipedia’s) or closed (class only). They demand some technical skill to install and are limited as text-editing tools, although some sites (called WYSIWYG, as in: What You See Is What You Get) offer editing interfaces closer to Word. For examples of wikis, see: http://www.pbwiki.com/ SOURCE CRITICISM & SAFETY Beyond technical know-how, other hurdles to using Web tools in school often include safety and privacy concerns (see sidebar "Safety Advice"). Read Sidebar Close SidebarSafety Advice Part of teachers’ Web training must be about safety. Beyond reading the Children’s Internet Protection Act (www.fcc.gov/cgb/consumerfacts/cipa.html), teachers should discuss school policies around student use of the Web. Remind students that they are posting as representatives of the school and that their language should reflect this. They need to remember that postings are public and may be permanent.