Integrating Technology in the Classroom|Part II-Analyzing the Integration

To read Part I

Analyzing the integration of technology into the prompts —
The use of mind mapping, or brainstorming tools in the classroom is an integral component of teaching and learning with technology. In example, Howard Gardner stated that students, or rather, people in general learn differently. Hence, the classroom is where teachers are required to gear instruction to meet the need every student. For example, addition of the mind map, or creation can meet the needs of personality types such as: (a) Visual-Spatial, (b) Musical, (c) Interpersonal, (d) Intrapersonal (e) Linguistic, and (f) Logical-Mathematical.

Further, in example regarding the personalities a logical-mathematical thinker would find values tied with the timeline giving dates of events and noting those more effectively than a bodily-kinesthetic type personality on this project even going as far as to calculate other information that could be relevant to the assignment. Generally speaking, however, each type can be multi-fauceted where learners are prone to more than one way of thinking, or can adapt while visual learners may do well with maps on the project. There are also other benefits to the mind map tool, according to Litemind, (2015).

Gardener's Multiple Intelligence

Gardener’s Multiple Intelligence

They are:
• Note taking
• Brainstorming (individually or in groups)
• Problem solving
• Studying and memorization
• Planning
• Researching and consolidating information from multiple sources
• Presenting information
• Gaining insight on complex subjects
• Jogging your creativity (para.4).
Internet research and resources concerning teaching and learning with technology are a necessity probably over all educational literacy because of the World Wide Web and the wealth of information found there, and since the assignment is dealing with the slave trade then the multiple intelligences work well here for learners who need to learn truth about themselves.

Simply put, visual-spatial, musical, inter-intrapersonal, linguistic, and even logical thinkers can appreciate the information they will find on the internet versus what is generally being taught in the public schools. In example, the instructions tell the student to research databases such as slave voyages which could allow the African American student [never meeting their ancestors or knowing anything other than slavery] to know how their people were forced to travel during the Middle Passage, or what caused such a great tribulation.

In addition, the student(s) may gain insight into a culture never shared, or visited outside of the American way of life. Accordingly, a student can travel back in time to learn what the name of the ship was, and even the names of those people. In essence, an interpersonal experience, rather, than an intrapersonal one involving many groups.

On the other hand, since the assignment involves European, Muslim, Africans in content then all groups of people can share in the assignment, though, one experience may be more emotional over the others depending on the information; and is also dependent, on who is learning it. In essence, the expected outcome of the assignment is to incite curiosity in the student as well as developing skills in using the internet in research.

Hanack & Kleppinger (1997), explained:

The Internet links computers together around the world, and when you’re connected to the internet one can communicate with people, schools, organizations, governments, businesses—anyone who has a computer with and internet connection (p.13).

Further, the internet works well in classroom activities such as the slave trade research because students learn to work interdependently or independently. A challenge, however, to research on the internet is avoiding plagiarism. The exercise, or rather all the exercise require that the student present valid and ethical information from sources they gather. Hence, proper documentation and citing of sources is critical when presenting materials. The exercise, then is preparatory for college where critical work is needed in the area of honesty and integrity in writing. Adding URL’s is a key concept as well for this type assignment.

Watch: Multiple Intelligences

Other aspects of teaching and learning with internet research as the technology is:
1. Understanding the internet
2. Researching a specific topic
3. Searching with internet tools
4. Finding a document’s URL
5. Using MLA Style to cite and document sources, and or works sited (Hanack & Kleppinger, 1997, pg.65).
The selected technology for the Muslim religion is internet video, however, PowerPoint has been added to invade thinking, that is, to understand what the learner has taken from the video to present their thoughts combined with further research. YouTube, as a focal point, or rather as a tool to develop an outline holds the key to much sound information such as the thinking concerning public opinion. For example, the government broadcasts speeches, and other news broadcasts can be found there that may be good for the assignment. The prompt gives video as an outline for students to form other evaluative type thinking.

For example, in order to know ‘what elements are unique in Islam’ one would have need to seek further for what is not unique in other religions. In other words, to consider something unique one would have to look past the name Muhammad in Islam, or Christ in Christianity which are common names to their worshippers and ask what is uncommon? So the exercise requires more than one way of thinking. All of the multiple intelligences are at work here and can benefit from the exercise, especially logical and inductive skills, in that, students in their research learn to deduce validity of arguments. Therefore, the United States citizens who blame the Muslim religion for terrorism may come to the conclusion that it is not the Muslims but the Americans who are the terrorist based on their own research. For this exercise and PowerPoint the outcome is to present graphics, video, oratorical work that dispels myths to bring validity to the claim that Muslims are terrorist, or debunking it.

Using PowerPoint in the Classroom

Using PowerPoint in the Classroom

With regard to all  the exercises, and while keeping in line with the thought that though these prompts are history –these lessons are learned in real time. Hence, instructors and teachers should be more prepared with not only technology, but with the mind that as a guide there can be no bias to show up in the lessons or the planning thereof. It is the case, that since public school is basic study the instructor should strive to bring truth to the lesson by bringing facts that have been omitted in history, or inciting the aspect of logical thinking into the lesson. This, however, requires one who can thinking logically themselves. Hence, one who teaches should always remain teachable.
Advantages of using PowerPoint Presentations in classroom are:
• Engaging multiple learning styles
• Increasing visual impact
• Improving audience focus
• Providing annotations and highlights
• Analyzing and synthesizing complexities
• Enriching curriculum with interdisciplinary
• Increasing spontaneity and interactivity, and
• Increasing wonder (University of Central Florida, 2016, para. 2).
Also noted by Teach-ology (2016) that PowerPoint as a technology tool in the classroom for students and teachers is that (a) PowerPoint is fun to watch and fun to make, (b) Used correctly, PowerPoint can accommodate all learners’ needs, (c) It has a spell-check function! Something our black boards and overheads lack, (d) It motivates students when used in moderation, (e) It motivates staff, (f) PowerPoint allows you to reflect on your lesson and correct any needed changes. Finally, you can create the perfect lesson, (g) Imagine to be able to print out what you did in class for students that were absent. Better yet, turn the accountability on to students and post your presentations on-line, and (h) PowerPoint is not hard to learn [What’s Good About PowerPoint Section].

Integrating Technology in the Classroom|Part I-Prompts

Part 1: Prompts

See: Part II, Part III

European Society

For this assignment you will delve deep to develop understanding of the Europeans from the Modern Era to their claims in the western world which have led to global dissension. Discuss the powerful movements that transformed European society during the early modern era by generating a Mind Map. In the tool you may incorporate graphs and charts, videos, and/or use database research to develop your ideas and support your findings. Briefly describe the origins of each movement. For information to create a Mind Map Click here. To use the mind map tool you may create an account at Googledocs.com. Since there is so much work to gather you may choose a partner for the activity or choose to do the assignment alone.
In your map summarize each of the following by reviewing the timeline at: Essential Humanities.

European Movement throughout Modern Era

European Movement throughout Modern Era

1. Napoleonic War (1799-1815)
2. Pax Britannica (1815-1914)
3. World War I (1914-1918)

4. Interwar (1918-1939)
5. World War II (1939-1945)
6. Cold War (1945-1991)
7. Contemporary Era (1991-Present)

Slave Trade

After watching: The Transatlantic Slave Trade: What did Lead to an African Anticipation? Trace the development of the slave trade. For the initial research you may draw from the internet to gather your sources and to answer the following questions:

1. Under what circumstances did the slave trade begin?
2. How did the Islamic Slave Trade change the existing system?
3. How did it change the again during the Transatlantic Slave Trade?

4. What impact did the slave trade have on Africa and the Western World?

The Arab Muslim Slave Trade of Africans

The Arab Muslim Slave Trade of Africans

Mandatory internet sites to gather information:
The African Slave Trade and Middle Passage
Organization of the Slave Trade, Africa
Transatlantic Slave Trade
The Transatlantic Slave Trade Voyages Database
The Arab Muslim Slave Trade of the Africans—The Untold Story [See Related Articles Part: III].

The Emergence of Islam

America claims that the Nation of Islam, or rather the religion as a whole has much to do with global terrorism. After watching the video Islam: Empire of Faith [Documentary], in a narrated PowerPoint Presentation:

• Discuss the emergence of Islam. Who was the founder and what are the key beliefs of Islam?
• Compare it to other religions that existed at the time of its development.
• What elements are similar?
• What elements are unique to Islam?
• Trace the spread of the religion.
• How did it absorb other cultures?
• In turn, how did it influence others?
Also, in the PowerPoint presentation be sure to include visuals, graphics, charts, and other relevant content.