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Teaching history with ICT
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What, why and how primary teachers can use technology to develop historical understanding in their classroom
Curated by
Catherine Smyth
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Having an online web presence is what most schools nowadays would see as an essential resource. And nowadays, with more and more mobile phone owners in a school community, a natural extension might seem to be having a mobile phone app for the school too. Via Miss Noor , Dr. Joan McGettigan, Christine Heine, AlGonzalezinfo 
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Use voicethread with photographs. Provide opportunities for students to SELECT a photograph that is connected to a topic or theme. Students create a voicethread for that image.
This technological tool encourages active thinking. Teachers could design tasks where students are actively questioning, observing, analysing and describing primary sources related to a particular event or person.
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The process of crafting the digital story builds communication, collaborative, creativity, visual and sound literacy, and project management skills.
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Frames is educational software for stop-motion animation, claymation, and digital storytelling. Frames helps students develop 21st-century communication skills.
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Robin Good: Must-read article on ClutterMuseum.com by Leslie M-B, exploring in depth the opportunity to have students master their selected topics by "curating" them, rather than by reading and memorizing facts about them.
"Critical and creative thinking should be prioritized over remembering content"
"That students should learn to think for themselves may seem like a no-brainer to many readers, but if you look at the textbook packages put out by publishers, you’ll find that the texts and accompanying materials (for both teachers and students) assume students are expected to read and retain content—and then be tested on it.
Instead, between middle school (if not earlier) and college graduation, students should practice—if not master—how to question, critique, research, and construct an argument like an historian."
This is indeed the critical point. Moving education from an effort to memorize things on which then to be tested, to a collaborative exercise in creating new knowledge and value by pulling and editing together individual pieces of content, resources and tools that allow the explanation/illustration of a topic from a specific viewpoint/for a specific need.
And I can't avoid to rejoice and second her next proposition: "What if we shifted the standards’ primary emphasis from content, and not to just the development of traditional skills—basic knowledge recall, document interpretation, research, and essay-writing—but to the cultivation of skills that challenge students to make unconventional connections, skills that are essential for thriving in the 21st century?"
What are these skills, you may ask. Here is a good reference where to look them up: http://www.p21.org/storage/documents/P21_Framework_Definitions.pdf (put together by the Partnership for 21st Century Skills)
Recommended. Good stuff. 9/10
Full article: www.cluttermuseum.com/make-students-curators/
(Image credit: Behance.net)
Via Robin Good, João Greno Brogueira, catspyjamasnz, Catherine Smyth
Sample Student's curator insight,
May 5, 2015 10:14 PM
We often ask our students to create annotated bibliographies, and this focuses on their capacity to evaluate and make decisions about the validity, reliability and relevance of sources they have found. using Scoop.it, we can ask them to do much the same thing, but they will publish their ideas for an audience, and will also be able to provide and use peer feedback to enhance and tighten up their thinking. This is relevant to any curriculum area. Of course it is dependent on schools being able to access any social media, but rather than thinking about what is impossible, perhaps we could start thinking about what is possible and lobbying for change.
Sample Student's curator insight,
May 5, 2015 10:18 PM
We often ask our students to create annotated bibliographies, and this focuses on their capacity to evaluate and make decisions about the validity, reliability and relevance of sources they have found. Using Scoop.it, we can ask them to do much the same thing. But they will publish their ideas for an audience, and will also be able to provide and use peer feedback to enhance and tighten up their thinking. This is relevant to any age, and any curriculum area. Of course it is dependent on schools being able to access social media. But rather than thinking about what is impossible, perhaps we should start thinking about what is possible, and lobbying for change. Could you use a Scoop.it collection as an assessment task?
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This selection of digital curriculum resources from the National Digital Learning Resources Network is designed to assist teachers to find, use and adapt teaching and learning materials that are aligned to the history subject area of the Australian Curriculum.
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take a picture of a picture from the past in the present. Follow @dearphotograph take a picture of a... I thought this might be a really nice idea for developing the concept of change and continuity. Let me know if you decide to do something like this in your primary classroom!
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Free images and a great storytelling technique for eLearning (Free images and a great storytelling technique for #eLearning http://t.co/rBDeFoEZ...)... Via LuAnne Holder
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Meograph helps you easily create, share, and playback beautiful stories in context of Where and When. Any ideas of how you might use this resource for developing historical understanding in the primary classroom? Let me know if you're thinking of using it!
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If ever there was a need for primary teachers to build a learning community and network- it's now. This blog and book offer practical suggestions and ideas for online communication. Via Catherine Smyth
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This website presents a series of site-specific film portraits capturing the changing faces of Millers Point. These sorts of resources could be used to develop the idea of Change and Continuity in the primary classroom.
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Catherine Smyth's insight:
An amazing kid-driven blog devoted to teaching how to create animations. The three "chefs" identify useful apps and others tools so that anyone can whip up an animation or film.
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From
thwt
Online timelines are a way for students to see a series of events and could be used to develop different historical concepts. This site has links to online tools from which you can create timelines.
If you are interested in research that has investigated how children develop a sense of time, refer to the work of Barton & Levstick, Peter Lee or Hilary Cooper.
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This website is created by the Center for History and New Media in the U.S. With a range of interesting ideas, research and resources this site is a useful guide to gathering, preserving, and presenting the past on the web.
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Make your own slide show at Animoto. Here's a sample project using field trip photos/clips turned into digital paintings and rotoscoped video clips using Adobe Photoshop CS5 Extended and Animoto. This can then be used as instructional material in the classroom.
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This scoop is a video of a Californian primary teacher and her Year 5 class engaging with technology. I love the collaborative nature of the classroom and the choices that the students have in what and how they learn.
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Free presentation creation, hosting. Add audio to PPT slides, docs, photos to create online videos. Use for e-learning, on-demand webinars, lead generation. This technology can be used for digital storytelling in history.
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Free software for making stop motion films from a web cam or photos. Are you wondering how you could use this technology to teach history? Primary students can research a history topic (for example, British colonisation in Australia), write a script, make figures from plasticine or lego and then create a film using stop-motion animation.
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There is a distinction between digital historical narratives and digital stories. Where digital stories tell personal anecdotes, Mcglinn (2012) suggests digital historical narratives capture some event from the past and bring it to life. This site provides 5 key components of digital historical narratives.
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Curated by Catherine Smyth
My background is in primary teaching but a recent shift to higher education has ignited a passion for research. I love thinking about how people learn and the role that technology might play in this. I'm very interested in historical thinking in K-6.
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