(Ebook PDF) Pastplay Teaching and Learning History with Technology 1st edition by Kevin Kee 0472035959 978-0472035953 full chapters

Pastplay: Teaching and Learning History with Technology 1st edition by Kevin Kee – Ebook PDF Instant Download/DeliveryISBN:  0472035959, 978-0472035953 

Full download Pastplay: Teaching and Learning History with Technology 1st edition after payment.

Product details:

ISBN-10 ‏ : ‎ 0472035959

ISBN-13 ‏ : ‎ 978-0472035953

Author :   Kevin Kee

In the field of history, the Web and other technologies have become important tools in research and teaching of the past. Yet the use of these tools is limited—many historians and history educators have resisted adopting them because they fail to see how digital tools supplement and even improve upon conventional tools (such as books). In Pastplay, a collection of essays by leading history and humanities researchers and teachers, editor Kevin Kee works to address these concerns head-on. How should we use technology? Playfully, Kee contends. Why? Because doing so helps us think about the past in new ways; through the act of creating technologies, our understanding of the past is re-imagined and developed. From the insights of numerous scholars and teachers, Pastplay argues that we should play with technology in history because doing so enables us to see the past in new ways by helping us understand how history is created; honoring the roots of research, teaching, and technology development; requiring us to model our thoughts; and then allowing us to build our own understanding.

Pastplay: Teaching and Learning History with Technology 1st Table of contents:

Chapter 1 What does it mean ‘to be good at ICT’ as a history teacher?
Introduction
Some myths and misconceptions about ICT (and learning)
Why invest time in becoming ‘good at ICT’?
The data projector
‘Impact resources’
‘Building learning packages’
Getting pupils to do history outside the classroom
Using ICT to ‘open up’ topics and link the past to the present and the future
Using ICT to develop pupils’ digital literacy
Using Web 2.0 and social media to get pupils to participate actively in learning
Using ICT to increase pupil motivation and engagement
Conclusion
Notes
References
Chapter 2 The history utility belt Getting learners to express themselves digitally
Introduction
Beyond PowerPoint
Notes
References
Chapter 3 History wikis
Introduction
What is a wiki?
Why should history teachers care about wikis?
How to set up a wiki
Teachers using wikis as public websites
Teachers using wikis as protected websites with invited users
Using wikis for historical enquiry online
Wikis and critical reading: historical representations and debates about significance
Using wikis to create critical readers: historical interpretation
Using wikis to develop writing in history: the importance of argument
Using wiki in schools: conclusions and some important caveats
References
Chapter 4 Using discussion forums to support historical learning
Introduction
Discussion forums
Forms of discussion: disputes, cumulative talk and exploratory argument
Argument
Scaffolding argument: questions, moves and roles
Scaffolding discussion: structure and organisation
The role of the teacher
Engaging learners: competition and collaboration
Conclusions
Notes
References
Chapter 5 Using blogs and podcasts in the history classroom
Blogs
Case study 1 – The Equiano blue plaque campaign blog
Case study 2 – Peter the Great revision blog
Podcasting
Case study 1 – GCSE Germany podcasts
Case study 2 – Revision podcasts for AS History
Conclusion
References
Chapter 6 Documentary film making in the history classroom
Part 1: Why History Teachers Should be Making Documentary Films with their Students
Because we can
Because we should
Motivation – beyond the ‘artificial constraints of the exercise book’
Skills – becoming ‘bricoleurs, sophisticated multimedia rag-pickers’
Depth – beneath the ‘transparent revelation of truth’
Part 2: How History Teachers Might make Documentary Films with their Students
Getting started – ‘What if I have never made a film before?’
Three case study examples
1 Digital storytelling
2 Bad history
3 Students as documentarians
Useful websites and software
References
Chapter 7 We need to talk about PowerPoint
Introduction
What’s wrong with PowerPoint?
What’s good about PowerPoint?
What mistakes do some teachers make with PowerPoint?
Text too small to read
Too much text on slides and just reading through what is on the slide
Loss of eye contact with learners: looking at the screen rather than the learners
Persistent ‘salami slicing’ of slides
Unthinkingly reverting to PowerPoint and its default settings
Cluttered slides
Trying to do everything through PowerPoint
Excessive use of PowerPoint that is exclusively led and controlled by the teacher
Failure to involve learners whilst using PowerPoint
Too many slides and/or too slow a pace through slides
How can we improve our use of PowerPoint?
A few technical things
Other, ‘non-technical’ things
Some examples
Pecha Kucha
Conclusions
Notes
References
Chapter 8 ‘I am Spartacus’ Making the most of the Spartacus website
References
Chapter 9 Signature pedagogies, assumptions and assassins ICT and motivation in the history classroom
Assumptions
Promising signs
Signature pedagogies … and some reservations
A paradox
Planning for improved motivation
Is Assassin’s Creed accurate? Selling the idea of hard work in history to young teenagers
Conclusions
References
Chapter 10 Immersive learning in the history classroom How social media can help meet the expectations of a new generation of learners
Introduction
A new generation of learners
What is ‘immersive learning’?
How can Social Networking provide for enhanced and immersive learning?
Case-study: The Gun Powder Tweeting and Plot, 2010
Further ideas for using Twitter in the classroom to promote immersive learning
Alternate Reality Games – when online Social Networking becomes ‘real’
Why use it in learning and teaching?
Scan! Tap! Learn!
Bridging their real and virtual world using mobile phones
The hook
Using PowerPoint interactively
Why did Eric leave the classroom? Or, how to use social learning games
Revision
So, can history teachers help bridge the gap between students’ expectations and the reality of today’s classrooms?
Notes
References
Chapter 11 What can you do with an interactive whiteboard?
Introduction
Interactive whiteboards as a presentation tool
Interactive whiteboards as an organising tool for teachers and pupils
Whiteboards as an assessment tool for teachers and pupils
Interactive whiteboards as an interactive tool
Conclusion
References
Chapter 12 Tools for the tech savvy history teacher
Principles behind effective use of ICT – why learning comes first
Example 1: Thinking about change and continuity using comics
Example 2: Using chronology to help provide an overview and targeted feedback
Example 3: Putting it all together – creating an ebook
Adding text
Widgets
Conclusion
References
Chapter 13 History webquests
Introduction
Why use webquests?
The structure of the webquest model
Introduction
Task
Process
Resources
Evaluation
Conclusion: evaluation and summary of what has been learned
Some examples of history webquests
Some tools to support webquest work
Webquest check list
Webquest design process
Webquest example
Webquest search
Webquest taxonomy
Webquest templates
The best way to use webquests
Webquests course map
Webquests evaluation rubric
Webquests for the classroom
Webquests learning environment
Webquests lesson plan
Webquests in the classroom
Building blocks of a webquest
Receptive scaffolding
Transformation scaffolds
Production scaffolds
Filamentality
Zunal webquest maker
Questgarden
Templates

People also search for Pastplay: Teaching and Learning History with Technology 1st:

pastplay teaching and learning history with technology
    
teaching history with technology
    
history of technology lesson plan
    
technology past and present kindergarten
    
past technology