Using a Glog to Construct Knowledge
This jog is designed for teachers who want to use technology as a primary tool for learning, instead of an add on. The guided steps feature integration of several Web 2.0 tools, and the content focuses on the events leading up to the Revolutionary War. The process works for just about any content, all you have to do is substitute your own learning goals. Tech Tools Featured: Glogster Qwiki Wordle Inspiration YouTube
Author soxnevad
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1Introduction
As a tech facilitator, my goal is to help teachers progress through the stages of technology integration and to use it as more than just substitution. Instead of using it as an add on, my goals is to help teachers and students use technology as a primary tool for learning to construct knowledge. This jog is an example of using a glog to contstruct knowledge.
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2 Why Glog?
A glog is an online multi-media poster which can be a great tool for constructing knowledge. Use the glog below to introduce glogging to students. Remember to use Glogster.edu, the educational version.
http://soxnevad.edu.glogster.com/why-glog/
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3Step 1: Task Definition. Define the Learning Task
Example: For the purposes of this Jog, an activity on events leading up to the Revolutionary War will be used. Substitute your own content.
Student Task:
Students will work collaboratively using a variety of multi-media to create and publish glogs to identify the circumstances leading to the Revolutionary War.Illinois State Social Studies Goal 16:
16. Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.
16.A.2b Compare different stories about a historical figure or event and analyze differences in the
portrayals and perspectives they present.
16.B.2b (US) Identify major causes of the American Revolution
NETS:
1.
Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
b.
create original works as a means of personal or group expression.
2.
Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
a.
interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
b.
communicate information and ideas effectively to multiple audiences using a variety of media and formats.
d.
contribute to project teams to produce original works or solve problems.
3.
Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
a.
plan strategies to guide inquiry.
b.
locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
c.
evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
4.
Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:
a.
identify and define authentic problems and significant questions for investigation.
b.
plan and manage activities to develop a solution or complete a project.
5.
Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
a.
advocate and practice safe, legal, and responsible use of information and technology.
b.
exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
6.
Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
a.
understand and use technology systems.
b.
select and use applications effectively and productively.
c.
troubleshoot systems and applications.
d.
transfer current knowledge to learning of new technologies.
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4Step 2: Provide Background Knowledge
Qwiki is a multi-media search engine designed for human. It's used to provide an overview of the topic.
http://www.qwiki.com/q/#!/American_Revolution
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5Step 3: Find Reliable Resources
Use your favorite bookmarking tool like, Bag The Web, to provide students with access to appropriate Internet resources.
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6Step 4 Option 1: Identify Key Points Using a Concept Map
Use concept-mapping software to identify topics for group research OR skip this step and move on to the next step: Use Wordle to identify key concepts for research.
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7Step 4 Option 2: Identify Key Points Using Wordle
Take the contents of three - five reliable Internet sources and pop them into Wordle, right in front of your class. Wordle is a word cloud generator in which words that appear more frequently within the text appear larger in size within the word cloud. For this reason, key words will be visible to all. Start a class discussion about those large words.
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8Step 5: Group Work: - Build a Glog
Note: Students need access to computing devices for this part.
- Divide students into groups and assign jobs based on learning styles.
- Assign each group of students an identified word or concept to research and create a glog about.
- Examples of roles include the following:
- Word Smith - Define key terms and concepts.
- Graphic Designer - Find images to illustrate key words and concepts, create collages to illustrate the big picture.
- Researcher- Find out more information about key terms and concepts and describe their relationship to the big picture..
- Copywriter - Write text to support the key terms and concepts.
- Project Manager - Focus on the big picture. Provide a video overview, oversee and manage the group project.
- Divide students into groups and assign jobs based on learning styles.
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9View Completed Sample Project
Please enjoy this live glog!
http://soxnevad.edu.glogster.com/stamp-act/
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10Step 6: Create a student activity for evaluating glogs
Student task: With a partner, use the concept map to compare the glogs created by your classmates.
STATE GOAL 16: Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.
Why This Goal Is Important16.A.2b Compare different stories about a historical figure or event and analyze differences in the portrayals and perspectives they present.
OR
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11Resources
Inspiration Document: Revolutionary War Comparison Chart
Inspiration Document: Revolutionary War Timeline
Wordle: Create a Word Cloud to Identify Key Points
Qwiki: A Multi-media Search Engine Designed for Humans
Handout: Get Started With a Glog
Why Glog? A Glog Created to Introduce Glogging to Students
Glog On! A Glog of Sample Glogs
NETS S - National Educational Technology Standards for Students