Tech Integration Lesson and Presentation

Google Earth Tours of Spanish Speaking Countries

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Purpose of Instruction

The purpose of this project is for students to become more aware of geographical, cultural, and historical aspects of Spanish speaking countries. Students will also practice and improve research skills and gain experience in using emerging technology.

Technology Incorporated

Google Earth will enrich student learning on this topic because this advanced technology offers many affordances that traditional maps do not. Not only can the learner see where the location is in relation to other places, he is able to zoom in and interactively ”walk” around the neighborhood or city, making the experience more realistic. The learner may even “enter” some buildings and view a panoramic tour of the inside as well. Because the Google Map is built with actual images, this gives the user an experience of the culture in the area. Google Earth affords the creation and recording of custom tours that visit several places on the map. I think this technology not only makes exploring several places on a map more efficient, it affords more in-depth understanding of many aspects of the locations visited.

Intended Audience

9th-12th grade Spanish 2 students- Approximately 145 students

Instructional Objectives

• ·         Students will research reputable online sources to gather information on a pre-determined Spanish speaking country.
• ·         Students will be able to point out relevant locations of interest in that country.
• ·         Students will be able to describe locations of interest in that country including any relevant historical, cultural, or geographical information.
• ·         Students will be able to describe geographical, cultural, or historical connections among the various chosen locations within that country.
• ·         Student will be able to create a narrated tour of the country using basic functions of Google Earth.
• ·         Students will be able to properly cite references used in APA format.

Scope and Sequence

11)    Research on Spanish speaking countries

·         Students will be divided into pairs and assigned a Spanish speaking country to research.

·         Students will be given suggestions for finding reputable online sources.

·         Students will use the internet to research many different aspects of their assigned Spanish speaking country. The students are encouraged to explore information on the country and find locations and activities that would be of interest to them if visiting that country. A checklist of basic required information will be given.

22)    Google Earth Introduction, tutorials, and practice

·         Students will view a series of short introductory tutorials for using basic Google Earth functions and tools. http://www.google.com/earth/learn/

·         The teacher will model techniques for using Google Earth

·         Students will work with their partners to explore Google Earth functions on their own computers with guidance from the teacher as necessary.

·         Feedback and individualized Google Earth instructions may be given throughout the project depending on each student’s needs.

33)    Google Earth custom tour

·      Students will locate at least five places, activities, etc., in their country using Google Earth and record a custom tour that highlights these points-of-interest. The tour must include recorded narration that describes each place mark, connections among locations, and why the location was chosen.

·      Students will create a list of all references cited in APA format.

44)    Presentation of recorded tours to the class

55)    Self-assessment/reflection questionnaire

Estimated Time Requirement for Learners

Approximately four (90 min) class periods

Learning Theories

My learning activities are influenced by Vygotsky who described the fundamental role of social interaction in the learning process. My learning activities are also influenced by constructivist learning theories that promote learning through meaningful, authentic, learner-centered activities.

This project is constructivist in nature. It allows students to explore Google Earth technology, search online resources, and use information of their choosing to create a unique Google Earth tour that represents their knowledge and interest of a Spanish speaking country. In keeping with Vygotsky and many other theorists that promote the social aspect of learning, this project allows students to work collaboratively to become classroom “experts” on a country and then teach their fellow students about it. In this way students are learning from each other.

Instructional Design Model

I have designed instruction based on the ADDIE model because I have found it to be logical, systematic, and thorough in analyzing and planning many different aspects that impact learning. By using aspects of the ADDIE model of instructional design I have analyzed and planned for the interests and instructional needs of my learner audience. Other important aspects of this model are that it has prompted me to create a logical scope and sequence of learning activities and to consider the affordances of all technology implemented in this project. 

Article Review #3

Wiliams, T. (2014). Why should libraries care about teens and technology?. Young Adult Library Services, 12(2), 9-12.

This article discusses teen technology use, the digital divide, teen technology skills, and the implications that these issues have on the library program. The article points out that it is a common misconception that teens “know everything that there is to know about technology” when in reality many are only fluent in the technologies that they use most. This often limits their technological abilities to personal devices, apps, and websites with which they are most familiar and excludes necessary knowledge of technology skills that they may need for school and future jobs. This lack of necessary technology skills can be most distinctly seen among students that have access to and training in technology, and those that do not. The difference in access and training among these students is known as the “digital divide” and those that fall behind now will most likely struggle to keep up in the future as well. This article suggests that libraries are in a position to bridge this gap. The first step in doing so is to identify the technology needs of teenagers in that school or community by talking to teachers and teenage library patrons, and keeping track of common technology questions and areas of interest. The library may then be able to offer increased access to needed technology and plan to provide appropriate training and resources that will fit the needs and interests of this age group. This article closes by describing why these teen technology issues matter most. By providing teenagers with greater technology offerings now, the library program is equipping these students to succeed in school, careers, and life in the future.

I think this article makes a valid point that the technology skills of many teens are limited to those technologies that they use most, and that we cannot make generalizations that teens are “digital natives” and therefore comfortable with all technology. However, I do believe that because teenagers are “digital natives”, they potentially hold a greater disposition for being able to learn and adapt to new technologies. As a librarian, I would like to take advantage of this disposition and the natural curiosity of this age group to help teens reach their potential and grow into a more well-rounded knowledge of technology literacy.

Article Review #2

Hillner, J. (2009, April 01). Virtual libraries are teaching treasures. Retrieved from http://www.edutopia.org/digital-libraries

This article explains the many ways that libraries are offering increasingly digitized collections. Two of the specific libraries described in this article include The New York Public Library and the Library of Congress, both of which are attempting innovative approaches to reach a larger audience with a greater offering of resources and services. These libraries are also doing more to target teacher and student patrons.

One way that the New York Public Library is serving students is by offering online interactive tutoring which connects students to live tutors via digital whiteboards. The library also provides outposts to its resources on sites already frequented by students such as Flickr, YouTube, iTunes, and some online gaming sites. The rationale is that most students are often more comfortable searching for information and “checking out” reading materials online than they may be in an actual library. The library offers a portal to VoiceThread software that allows students to instantly access and interact with a variety of resources to create reports and share information and ideas. By providing more online outposts and information portals the library is reaching a larger student audience in a format that is more credible to their tastes, interests, and learning styles.

The Library of Congress and New York Public Library offer  vast collections of digital resources which can be conveniently accessed anywhere at any time. This convenient point-of-need access makes a library’s digital collection attractive to educators and teachers. In fact, the Library of Congress offers the country’s largest digitized collection. Both libraries provide primary resources, books, audio, images, video, blogs, and podcasts. Teachers may browse databases, and even access collections of prepared lesson plans. This article also points out that it is not enough to provide services and resources, but libraries must also find ways of advertising these to their intended audiences.

As a librarian, I found this article to be very informative in that it solidifies ideas on the importance of providing an online digital collection. It is the role of librarians to offer the widest possible access to the most current information resources in a format that is appealing to a wide variety of patrons. Providing access to a digital collection accomplishes this, but it also pushes us to find the most efficient and convenient means of online resource organization and access. I believe that in the future, digital information management will receive greater emphasis in librarian preparation programs. Some might argue that libraries are becoming obsolete, I would argue that they are becoming innovative, but we need to follow the examples of the New York Public Library and the Library of Congress in order to promote these innovations.

Article Review #1

Rakes, G. C., Fields, V. S., & Cox, K. E. (2011). The influence of teachers' technology use on instructional practices. L. Schrum (Ed.), Considerations on educational technology integration: The best of JRTE (pp. 129-147). International Society for Technology in Education.

This article reports the results of a study that explored the relationship among a teachers’ classroom technology use, personal technology use, and constructivist teaching practices. The population of this study included 186 fourth and eighth grade teachers from rural school districts, all of which served low-income student populations. These districts were given technology literacy grants which collectively provided over $10 million in funding for technology equipment and teacher training. One year into the study teachers were asked to respond to three separate assessments: Level of Technology Implementation (LoTi) instrument, Current Instructional Practices (CIP) scale, and Personal Computer Use (CPU) scale. The results of these assessments made two important revelations.

            First, it was revealed that there is a positive correlation among teachers’ higher levels of classroom and personal technology use and higher-level classroom teaching practices. I believe this finding is encouraging because it seems to indicate educational technology can have a positive impact on student-learning. Teachers who are more comfortable with using technology are able to more properly implement technology into their classrooms and, using technology as a tool, design lessons that promote critical thinking and that are more authentic, meaningful, and learner-centered. Although it does not explicitly describe the correlation, the report points out that “appropriate use of technology can reinforce higher cognitive skill development and complex thinking skills as promoted through constructivist teaching practices.”

Secondly, and possibly most interestingly, despite the increased access to technology and training, one year into the study, it was revealed that overall teachers’ skill and comfort levels, as well as classroom technology use, were surprisingly low. The predominant level on the LoTi assessment was 0 (non use), meaning that these teachers reported having insufficient access or time to use technology. The report suggests that the greatest indicator of technology use by teachers may be preexisting teacher attitudes toward technology. This would certainly be an interesting area of future research. As a library media specialist, if I better understand the influences on teacher attitudes toward technology, I may design professional development sessions that better address teacher technology training and motivation needs.