California State University, San Bernardino

Analysis

Francisco Rico

California State University, San Bernardino

Topic of Instructional Design Project:

Integration of technology into high school United States (US) history classes and the inclusion of Latin American history.

Literature Review

According to the literature, there are a variety of benefits to the increased use of technology in classrooms including history classes. Rutherford & Lloyd (2001) found that students overall cognitive achievement improved when learning geography with the assistance of computer-aided instruction. Some sub-groups performed significantly better when using computer-aided instructional strategies. Notably women and Mexicans had overall improved cognitive achievement with the aid of computers, while white males did better when learning via traditional methods. This means that the inclusion of technology into classrooms will have a positive impact on student’s education. Classrooms are composed of diverse learners including minority students and non-minority students. Therefore, the implementation of technology is needed, but the sole use of technology could have a negative impact on some students.

Although technology integration is important, the type of technology that is introduced is also key, “it is important that multimedia moves beyond providing a repository for primary and secondary sources” (Hillis & Calderhead, 2009, p.17). Many teachers that integrate technology into History classes only use technology for primary and secondary sources. However, it is important to provide students with interactive technology and engage students on their terms (Richtel 2012). Only allowing students to look at primary and secondary sources online has little difference from having students read a digital textbook.

There is pressure to avoid technology from teachers, both practically and idealistically. Some teachers are anti-technology in the practical sense that they are finding it difficult to integrate new technology into their older lessons (Chanlin, Hong, Horng et al. 2006). These teachers are not technology natives and have a difficult time both locating online sources and learning how to incorporate technology into their lessons. Teachers need to be able to locate technology and information in one location. Anti-technology teachers need to be shown how to incorporate technology into their classes. Other teachers like the idea of being the ‘sage on the stage’ and are afraid that technology will usurp their position (Mostmans, Vleugels, & Bannier 2012). What these teachers fail to see is the positive impact the technology has on students. New technology promotes all student involvement, interaction, and accountability, which ensure that all students are learning. The inclusion of technology will likely diminish the role of a teacher as the ‘sage on the stage’, but that does not mean that teachers will not be necessary. Instead, teachers will be needed as guides and mentors in student’s education.

Lastly, teachers want to be involved in the type of technology that they introduce into their classrooms. Often administration informs teachers of the technology they will be required to implement without teacher input. Hills and Calderhead (2009) argue that “a ‘top down’ model of implementation which [excludes] teachers from central decisions regarding the disposition and use of new technologies” (p.5) will result in the failure of technology integration.

Needs Analysis

Background of problem:

There is a lack of inclusion of technology into classrooms for a variety of reasons including: confusion, choice, availability, fear, and ideology. Digital natives find it easier to include technology into their classrooms, but many teachers are not digital natives and find the inclusion of technology confusing. Other educators fail to integrate technology into their classrooms because they do not like the technology and were not involved in choosing the technology. Although technology is becoming ubiquitous, not all students have access to technology at home; therefore requiring the use of technology would be impossible for some students. Like most individuals, teachers have become comfortable with what they know and fear something new. An ideological talking point that is often used is that computers think for you, and relying on computers will make people dumb.

With state standards, teachers scramble to ensure that students know what will be on tests. Unfortunately, there aren’t any questions about Latin American history (or history in general), so teachers avoid teaching Latin American history.

Problem statement:

There is a lack of technology utilization and a lack of Latin American history inclusion in high school history classes. With the wealth available technology it is often hard and time consuming for teachers to decipher what can be used. Many history teachers have a lack of understanding of how to utilize technology in their class other than research. Conducting research is the extent to which some history teachers use technology because they are unfamiliar with what they can do with technology. Teachers need to be able to see what can be produced with the available technology.

Twentieth Century Latin American history is often not included in high school history classes because history teachers are not familiar with the topic. Many teachers rely on the information provided by the textbook. Most textbooks often mention Latin American history sparingly or not at all. When conducting research online, teachers do not have time to go to various websites trying to find credible sources. Other teachers are unaware that 20th Century Latin American history is intertwined with American domestic and foreign policy. With a lack of knowledge about the connection between US and Latin American history, teachers are concerned that teaching Latin American history would go away from the Common Core State Standards (CCSS).

Rationale for the need of instruction:

Failing to include technology into classrooms will have adverse affects on both how students learn and on their ability to be productive members of society. Student require a well rounded education including understanding other countries/culture and how the history of the US is interconnected with them. The website I create will improve both teacher utilization of technology and inclusion of Latin American history. Teachers will be able use the websites ‘primary sources’ and ‘lessons plans’ page as a resource of information on Latin America. The teachers will be able to use the information to educate their students on Latin American history. The use of the ‘videos’ page links can be used to educate both student and teacher on Latin American history.

Text analysis using both primary and secondary sources is a requirement of the CCSS social science reading criteria. The 11th-12th grade CCSS requires that students are prepared to, “Determine the central ideas or information of a and a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.” (p.81). By including the information on Latin American history from my class, teachers would be ensuring that students are meeting part of their reading requirement.

By using the technology page of the website, teachers will learn about new technology that students and teachers can use to produce content. In the technology page, teachers will learn about the technology, be provided with an example, and a how-to video. After reviewing the content on the technology page, teachers will be better prepared to utilize technology into their lessons. Starting in elementary students are required to use technology to take state tests and by the time they are in high school, students are expected to work seamlessly with technology. Many teachers are starting to implement the use of technology as a research tool. Conducting research is beneficial, but CCSS writing standards are requiring students and teachers do more with technology. CCSS writing standards require that 11th -12th grades “Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. (p.88). Providing a resource where teachers can learn about technology and see examples of how they can use it in class will benefit teachers. When teachers learn about technology, see examples, and provided with how-to videos, and are provided with support, they are more likely integrate technology.

Available resources:

There are a variety of sources available for all the information and technology that I will provide on my website. One of the better sites I found is called teachinghistory.org; teaching history mainly focused on US history, but includes both lesson plans and technology. Teaching history with technology (thwt.org) has a ton of resources for teaching history, but some links are not up to date. Teaching history with technology breaks down each subject and the different types of technology available. A great blog if found is located at freetech4teachers.com. The blog is updated daily and the technology is for a variety of subjects.

There are surprisingly few website that have information on Latin American history. It is possible to find website for individual countries, but there are only two I found that cover multiple countries in depth. The first website I found was Wikipedia which has a wealth of knowledge, but because it is open to edits, I tend to refrain from using Wikipedia. A great website with both information and lesson plans is located at latinamericanhistory.oxfordre.com. This website if the best source of information for all Latin American history in one page and the information is up to date. Share my lesson is an amazing site with a wealth of lesson plans on a variety of topics. The website allows all teachers to submit their lesson plans and unfortunately, not all are great lessons, which tends to clutter up search results.

Wix allows anyone to create a free and subscription fee website. The free website has limited templates and does not come with some features that the paid subscription offers. Based on the research I conducted and an article on pcmag.com, Wix has one of the best user interfaces available, it’s reliable, and was selected and the editor’s choice free website builder/host.

Goal statement:

I want teachers to include Latin American history into their 20th century US history lessons. I also want teachers to utilize technology in their classrooms.

·  Teachers will be able to find at least three primary or secondary sources of information on Latin America from the website that will be integrated into a 20th century unit.

·  Teachers will integrate technology found on the website into 40% of their 20th century history unit.

·  Teachers will be able to create technology driven 20th century history unit plan that includes Latin American history after utilizing the information on the website.

Learner Analysis:

Entry Behaviors

The teachers consist of four people in person and five online. The majority of the teachers that I will interact with both online and in person have a good understanding of technology. According to the information collected from my questionnaire the majority of teachers are somewhat or very comfortable with technology. None of the teachers survey rated themselves as “uncomfortable with technology”. Approximately 78% of the teachers interviewed use technology at least once a week and 44% use it daily. The teachers have a general knowledge of US history and its themes.

Prior Knowledge of the Topic Area

Having used technology and Internet resources, teachers are familiar with how to conduct research online. In person I asked several teachers about their experience with several online interactive technologies, most had heard of the technologies but had not used the technologies. The only technologies I mentioned that some teachers had used were Plickers and Prezi.

In my questionnaire, I asked teachers to rate their level of knowledge regarding Latin American history in the 20th century. The majority of teachers responded that they were not knowledgeable and there was not one teacher who said they were very knowledgeable. In person I asked teachers what they knew about Latin American history and the majority informed me that they only knew about the ancient civilizations.

Motivation, Education, and Ability Levels

All teachers in my analysis have at least a Bachelors degree, have a credential in social science and are between the ages of 33-50. All teachers have used technology in their classroom to conduct research and have students create PowerPoint presentations. Some teachers are more proficient with technology and use it frequently in class. Not surprisingly, younger teachers have a more favorable attitude towards the inclusion of technology. According to the questionnaire, the overwhelming majority of teachers are interested in learning about technology that could be used in their class. Although one teacher is not interested in learning about Latin American history inclusion, the majority are interested.

With the pressure from CCSS, administration, students, and parents to include more technology, teachers have an increased interested in integrating technology. Many of the CCSS require the use of technology, both for research and production, but many teachers have relied on research and generic production (PowerPoint). With the use of how-to videos and coaching, teachers will be able to use the new technologies presented. Having a large Latino population at our schools, most teacher feel the inclusion of Latin American history would increase student interest and achievement. By utilizing both the lesson plans and videos, teachers will be more knowledgeable about Latin American history.

General Learning Preferences

The teachers in the group consist of a diverse background including different: age, race, religion, and sexual orientation. When asked about there learning preferences in a questionnaire, teachers responded similarly. The three themes that kept coming up were: working with someone, videos, and DIY (do-it-yourself). Of the three themes, my project will include all three to some extent. I will be able to assist the teacher at my site directly, I will provide how-to videos, and by providing links to the technology, teachers can learn on their own.

Summary:

In order for my project to be successful I need to address potential teacher bias both toward Latin American history and technology. Although most teachers have a favorable opinion of both Latin American history and technology, I am sure there are some reservations. By showing teachers how applicable Latin American history is and how useful technology is, I will increase teacher buy in.

I will determine that my website is successful when teachers use the technology and information of my website. I will determine that my website it very successful if teachers began to include more history of other countries (avoiding Eurocentric bias) and actively seek new technology.