Reflection:
" Social studies teachers effectively use technology by engaging students in the use of primary sources and the inquiry approach"
–Cantù, Chapter 13, Section 2
The final chapter of this e-book, chapter 13, informs of best practice in social studies by using primary and secondary sources in conjunction with technology. There are several sites and suggestions for finding and using digitized primary sources. The author of the book is involved with a grant to promote students and educators creating projects and learning using the Library of Congress online. In my ETE 371 course we created a Weebly website and student project to promote Teaching With Primary sources (TPS). My group and I found the LOC site to be difficult to navigate. As well, at least for our project, the resources that were digitized and available we slim.
At the end of this book, I can look back and say happily that it has been very beneficial to me. I have already been able to incorporate several websites, such as the LOC, into my projects. From the host of technology sites I have used wordle, timetoast, Prezi, and pbWorks. Creating a digital book to teach social studies for a digital classroom is "putting your money were you mouth is" so to speak, and has been a great experience. It is so simple to visit websites for lesson plans, or watch videos by merely clicking on the link rather than having to type in the web-addresses.
Source: http://alwayswearacitation.files.wordpress.com/2012/08/primary-source.png?w=500
Big Questions: How can society prevent class differentiation on the basis of access to technology?
This is a webquest our group created on weebly for primary source learning using the Library of Congress.
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