Team+10

Team 10: Anna Burgess & Aaron Johnson
How can students use evolving technology to influence social change?





[|Technology and Social Reform Class Website]

Technology Developed to Share the Assignment with the Class - Prezi

media type="custom" key="10090017"

Aaron's Student Sample Video

media type="youtube" key="XM_f9OwLJJM?hl=en" height="349" width="425"

Anna's Student Sample Video

media type="youtube" key="hre50Pb_Ljk" height="349" width="425"

an example of what it is you want students to produce? Or, c) Did you you create two products that do both a) and b)? || A) potential technology - duffleup to create a virtual field trip, xtranormal to create a video between civil rights leaders, maybe toondoo or a prezi or a video...
 * **Guiding Questions for your Facilitating Your Project Based Inquiry Process**
 * and Developing Your two products of learning (i.e., instructional plan and technology product).** || **Describe learner outcomes, teacher actions, student actions, resources, materials, content, websites, videos, technology as appropriate.** ||
 * I. What is the compelling question you have regarding pedagogy? || How can students use evolving technology to influence social change? ||
 * II. How are new literacies featured in your compelling question? || Students will evaluate technologies like television, national networks, twitter, facebook, blogs and how they affected the spread of information to facilitate social change. ||
 * III. How will you organize or group your students for the PBI? || Groups of four - two students will research the 1960s and the other two will research the Arab Spring. Students will join back a a group to collaborate on a final product. The teacher will assign students to groups based on his/her knowledge of students and their work habits. ||
 * IV. What prior knowledge do your students need to have to complete this PBI lesson? What lesson(s) would come before the PBI? || The class will have introductory information to the US Civil Rights movement. This lesson would be a culminating assignment at the end of a unit on social change since WWII. ||
 * V. How will you scaffold and support your students' gathering and analyzing of information? How will you monitor this process? || Students will post daily benchmarks to a class blog or wiki. Teacher will monitor the blog/wiki daily, offer comments and suggestions and monitor student groups while they work in the classroom. ||
 * VI. How will you scaffold and support your students' creative synthesis of information in their PBI product? How will you monitor this process? || Students will post a first draft of a written script or mock-up of the final product to the class wiki. teacher will approve first draft with specific comments reflective of progress. ||
 * VII. What intellectual elements in students' PBI product will be evaluated. What forms of assessments will you use (e.g. rubrics, checklist, etc). || Rubrics will be used to facilitate expectations. Student surveys that will allow students to have input in their grades and the grades of their group. Rubrics will evaluate both the process and the final product. ||
 * VIII. What is the technology product that will accompany your PBI Instructional Plan? Does it a) support your instruction well, and if so, how? Or, b) is it

B) The technology product will be a video/short film that will be posted to the class wiki. Video will be evidence of student proficiency of described content. ||

The Lesson Plan 8.C & G.2 Understand the role that citizen participation plays in societal change. - Evaluate the effectiveness of various approaches used to effect change. - Analyze issues pursued through active citizens campaigns for change. - Explain the impact of human and civil rights issues.
 * Subject: Social Studies/History || Topic: Social Media and Social Reform ||
 * Teacher: Johnson/Burgess || Time Frame: ||
 * Compelling Question: How can students use evolving technology to influence social change?**
 * NC Standard Course of Study Objective:

Core Standards in Reading and Writing: Integration of Knowledge and Ideas - Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually - Compare and contrast facts, reasoned judgment based on research findings, and speculation in a text. - Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. ||


 * **Activity** || **Description of Activities and Setting** || **Materials and Time** ||
 * I. Focus and Review (Establish prior knowledge) || Introduction to assignment using prezi. || Prezi, internet connection, ||
 * II. Teacher Input (Present tasks, information, and guidance) || Google sites website with all instructions, deadlines and worksheets || Google sites, internet, rubrics, ||
 * III. Guided Practice (Elicit performance, provide assessment and feedback) || Throughout assignment, teacher will offer feedback and guide student progress on final product. ||  ||
 * IV. Independent Practice -- Seatwork and Homework (Retention and transfer) || Students will evaluate technologies like television, national networks, twitter, facebook, blogs and how they affected the spread of information to facilitate social change.

Groups of four - two students will research the 1960s and the other two will research the Arab Spring. Students will join back a a group to collaborate on a final product. The teacher will assign students to groups based on his/her knowledge of students and their work habits. ||  ||
 * V. Closure (Plan for maintenance) || Presenting videos in class. ||  ||
 * VI. Assessment (Final Product, Grading) || Students will post daily benchmarks to a class blog or wiki.

Students will post a first draft of a written script or mock-up of the final product to the class wiki.

The technology product will be a video/short film that will be posted to the class wiki. Video will be evidence of student proficiency of described content.

Rubrics will be used to facilitate expectations. Rubrics will evaluate both the process and the final product. Student surveys that will allow students to have input in their grades and the grades of their group. || Teacher will monitor the blog/wiki daily, offer comments and suggestions and monitor student groups while they work in the classroom.

Teacher will approve first draft with specific comments reflective of progress. ||


 * What we need to do…**

- **Prezi (Aaron)** - **Set up google site (Aaron)** - **Create class blog (Anna)** - **Rubrics (Anna)**
 * **instruction page**
 * **link to class blog**
 * **deadlines page**
 * **downloads page - worksheets, rubrics, etc**
 * **Final video product and Presentation**
 * **Individual Student participation**
 * **Daily Benchmarks and Rough Draft**
 * **Student Surveys**

Thursday

Prezi is completed - yay!! Site set up and online! Class blog is up and running! SAMPLE rubrics are posted on the website!

I think we might me done?