Research:
connections to C3 standards and research
Connections to c3 Standards:
Our presentation aims to promote the evaluation and use of sources (3rd Dimension) and communicating conclusions and taking informed action (4th Dimension).
3rd Dimension: Our platform allows students to use technology and our PDFs (Profile & Review/Critical Thinking) to express their reasonings and evidence-based arguments. It also promotes the development of claims and counterclaims while drawing on evidence from multiple sources. Since our PDFs can be used in individual or group work, it also promotes a collaborative environment for students to share their work through inquiry. The collaborative environment also models and practices civic life and discourse among a diverse classroom.
4th Dimension: Our PDFs offer students a way to represent and communicate their ideas. The collaborative environment allows students to express their strengths and weaknesses to claims and counterclaims. It also allows for interdisciplinary work with an emphasis on technology and media competency. Social media usually takes place outside of the classroom so using the PDFs allows students to practice civic life and issues to public issues.
3rd Dimension: Our platform allows students to use technology and our PDFs (Profile & Review/Critical Thinking) to express their reasonings and evidence-based arguments. It also promotes the development of claims and counterclaims while drawing on evidence from multiple sources. Since our PDFs can be used in individual or group work, it also promotes a collaborative environment for students to share their work through inquiry. The collaborative environment also models and practices civic life and discourse among a diverse classroom.
4th Dimension: Our PDFs offer students a way to represent and communicate their ideas. The collaborative environment allows students to express their strengths and weaknesses to claims and counterclaims. It also allows for interdisciplinary work with an emphasis on technology and media competency. Social media usually takes place outside of the classroom so using the PDFs allows students to practice civic life and issues to public issues.
C3 Framework.pdf | |
File Size: | 2041 kb |
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Research that helped frame our presentation:
Akerlund, D. (2011). Social media in the classroom: Different perspectives on young students' use of blogs and digital cameras in their school work.
- This article focuses more on blogs and the use of digital cameras in the classroom. However, what we took from this article was that media literacy is an important concept students need to learn and is apart of their journey to becoming an informed and engaged citizen. We strongly agree with this concept, which is why even though low income schools may not be able to provide current technology, these paper based platforms are a way to create a foundation for media literacy.
Social Media in the Classroom.pdf | |
File Size: | 544 kb |
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Baird, D., & Fisher, M. (2006). Neomillennial user experiences design strategies: Utilizing social networking media to support "Always on" learning styles. J. Educational Technology Systems, 34(1), 5-32.
- Our take away from this chapter is that 21st century learners love to create their own experiences online, and this can be translated into the classroom. Using the same mediums in the classroom would connect to their desire to create their own experiences. This is even possible when technology is not there by allowing them to select different methods of expression, literally, with the different paper based social media platforms.
Neomillennial User Experiences.pdf | |
File Size: | 149 kb |
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Bosman, L., & Zagenczyk, T. (2011). Revitalize Your Teaching: Creative Approaches to Applying Social Media in the Classroom. In Social Media Tools and Platforms in Learning Environments (pp. 3-15).
- Bloom's Taxonomy, at least in our experiences as preservice teachers, is an important part of our practice. We want to make sure students are reaching deeper levels of thinking, which is sometimes difficult to do. As this article demonstrates, different types of social media can be used to achieve these higher levels, which is why we tried to provide a wide range of mediums. Certain platforms are more suited for the Remembering and Understanding levels, while others can achieve Analyzing, Evaluating, or even Creating.
Revitalize Your Teaching.pdf | |
File Size: | 474 kb |
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Parry, D. (2011). Mobile Perspectives: On Teaching Mobile Literacy. EDUCAUSE Review, 46(2), 14-16.
- This research reenforced our ideas that it is the Social Studies teacher's duty to teach media literacy to students, even in schools and areas with less access to technology. At some point, students will need to understand how to engage and communicate online and through technology.
Mobile Perspectives: On Teaching Mobile Literacy.pdf | |
File Size: | 788 kb |
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