Pre-Caffeinated Pedagogue

Title of Activity: Getting the Dirt on Globalization

References:

Delcour, S.(2009) Globalization Intro. Retrieved Sept. 28^th, 2009, from http://www.teachertube.com/viewVideo.php?video_id=117557

Fitzpatrick, J. (2007) Did You Know – by Karl Fisch. Retrieved Sept. 28^th, 2009, from http://www.teachertube.com/viewVideo.php?video_id=118

Rizwam. (2007). Nike sweatshops - Try not to cry. Retrieved Sept. 28, 2009, from http://www.youtube.com/watch?v=xVuScVCF1Ws&feature=related

Grade Level: 10

Subject: Social Studies

Brief Description of Activity:

In groups, students will be assigned one of three links to short on-line videos (Nike sweatshops - Try not to cry; globalization intro; Did You Know – by Karl Fisch). They will take notes on the key facts presented and will seek to verify the information presented with other sources using common search engines, wikis and news sites. They will then make a group decision/judgment about how reputable the videos are and present their findings to the class. The groups will then prepare a short report on their findings including which sources they used to verify the data they were investigating. Discussion on various types of verification sites and media can follow.

General Learner Outcome:

• Students will understand economic, environmental and other impacts of globalization.

Specific Learner Outcomes:

• · Generate understandings of issues by using some form of technology to facilitate the process

ICT Outcomes:

C.1.4.1 plan and perform complex searches, using more than one electronic source

C.7.4.2 analyze and synthesize information to determine patterns and links among ideas

F.4.4.1 discriminate between style and content in a presentation

F.4.4.2 evaluate the influence and results of digital manipulation on our perceptions

F.4.4.3 identify and analyze a variety of factors that affect the authenticity of information derived from mass media and electronic communication

P.5.1.2 access hyper linked sites on an intranet or the Internet

Rationale for Computer Integration:

Computers have been integrated into this activity primarily to facilitate the main objectives of allowing students to evaluate online content for accuracy and reliability. Having them use information presented in persuasive formats allows them to being to make distinctions between perceptions and verifiable data. Allowing them to access the search engines and references of their choice allows for further discussion about the reliability of these sites (ie.Wikipedia) in providing accurate information. The activity will also serve to enhance their familiarity with credible news sources and refine their researching skills.

Here it is the final version of my presentation with credits found on the final slide...

It is not uncommon to listen to the hand-wringing complaints of so many regarding the perils of technological advances. Educators it seems are not often exempt from this plaintive motif as well. Cell phones, texting, Facebook and other internet developments are often bemoaned as the bane of solid educational techniques. As Dave Moursund points out in chapter 2 his article (here) history has clearly shown us that technological advances are not likely to be curbed in the near future. That fact alone forces society to come to terms with how technology will change the social fabric of the world we live in. As educators we do well to see technological advances as opportunity rather than with dread.
There is no question that with these advances come significant shifts in how language, culture and learning are accessed. What educators can do is provide significant shape to these dynamics by integrating technology into their pedagogical methods. In doing so educators can and will have the opportunity to affect positive outcomes in the shaping cultural and intellectual dynamics of the future.
There are fears that language itself will change due to things like texting. There are fears that social interaction will change due to the way computers can isolate individuals from personal interaction. These are legitimate concerns but they are hardly ones that are more overwhelming than concerns over nuclear warfare or environmental change that educators have dealt with in the past. The task is for educators to proactively seek ways to incorporate technology into their teaching so that the concerns that are visible now can be addressed. Ultimately technology serves humanity and it is essential to remember that fact when rapid development is occurring. Here are some ideas and questions that might stimulate thought and open discussion for implementation:
1. Realizing the need to protect personal privacy, is it possible to use the social networking sites that students are connected to already to influence educational learning and transparency. Can they be used for instance as tools to address character issues or proper social etiquette?
2. Is it possible to see new language forms as language expansion and not language loss. Could you ever imagine doing a spelling test on text language? Or have a text translation assignment? Could you use twitter to have students write a cooperative story?