Organizing and Reviewing Information- ISTE Standard 4

This week's standard, ISTE Student Standard 4, looks at student use of technology to think critically and problem solve. I interpreted this standard in light of a review project for senior students who are preparing for an IB test. They have two years of information that they need to review, and if they want to pass the test I think this qualifies as "authentic problems and significant questions for investigation"! What I want to avoid at all costs is students standing in front of a text-packed PowerPoint with no one paying attention because they know they can just look at the slides later. This is not appropriate use of digital tools, and it is not an effective study method either.

My first idea for this review was a podcast. You can read more about free tools for educators at this link from EdTechReview. I am considering using a recording/editing software such as Audacity to create our podcasts and then sharing through Google Drive or OneNote. There are also a couple of online hosting sites, such as PodBean or Podomatic, but I need more research before I feel comfortable asking my students to create accounts. Since this is effectively changing the way my students will review and study, I will need to change up the way I teach and lead this review session. ReadWriteThink has good examples of teaching strategies to guide my students as they figure out what to include and how to make a podcast.

One way that I can support my students leading up to this review activity is with other tech tools to organize information. In history, timelines are particularly useful. For another avenue of research this week, I took a look at some electronic timeline creators. The beginning of my search led me to an article by Christoforos Pappas, originally published in 2013 but updated in 2013, called "Top 10 Free Timeline Creation Tools for Teachers". What is really great about this article is that it tells you right away what the features of the timeline creator are, and whether or not you need a paid subscription to use the site. I have been exploring these resources, and here are a few of my favorites.

I started by downloading the OfficeTimeline tool, a plug-in for Microsoft Powerpoint. It looks like a really cool resource, but I found that it had a few too many moving parts for anything I would require of my students. There also wasn't a good way to add more information, like an explanation of why an event was significant. I would recommend this tool for people scheduling an event.

I have had students use Sutori in the past for a timeline-esque project (they could convey the information however they wanted, and these students chose a timeline). It is great because it allows a lot of detail, and it says that students can collaborate on projects, working together at the same time. I also like that it allows the use of pictures.

MyHistro looks really interesting because it is tied to a map. I could see this resource used for a war or migration. However, it would have a limited use for a more abstract timeline of documents, for example.

Finally, TimeToast describes their product as "easy as toast" and it really does look like a no-frills way to create a good-looking timeline. Like the other tools, you can add pictures and descriptions, as well as collaborate.



My hope is that use of these online tools would allow students to better order and explain historical events. Students learn by doing- and "doing" needs to involve more than sitting and watching a PowerPoint, whether that presentation is delivered by a student or a teacher. Social constructivist theory "suggests that students actively construct knowledge through their experiences" (Yang & Chang, 2013). Projects like interactive timelines or review podcasts engages students in a new way, allowing them to process information, decide what is important, and decide how to share their understanding.

References

Yang, Y.C., & Chang, C. (2013). Empowering students through digital game authorship: Enhancing concentration, critical thinking, and academic achievement. Computers & Education, 68, 334-344.