Flipchart

Chosen Flipchart Title

http://www.prometheanplanet.com/en-us/Resources/Item/28931/post-war-culture#.Uzmf14Wp3Tp

I chose the flipchart above because it is a great example of what I believe students need in the classroom.  It has information that students can read but most importantly it has information that students can see through imagery and pictures.  I chose this flipchart because it falls within my teaching field while also allowing students to see some of things that have come out of war.  Although war is tragic, it shapes culture and through this flipchart students can gain a key understanding of that.

Hardware/Software
The best thing about the flipchart is that is accessible through all kinds of hardware, or equipment (Roblyer & Doering, 2013, p. 11).  The flipchart itself is a type of instructional software program that was made to demonstrate, explain, and provide examples to students in the classroom.  This flipchart does a great job at describing events, explaining the change it caused in culture, and showing first-hand accounts of that change through pictures (Roblyer & Doering, 2013, p. 11). 

Technology use based on problem solving
A key element to this flipchart is how it can be used to motivate and engage students (Roblyer & Doering, 2013, p. 25).  The number one way that it accomplishes this task is by gaining their attention through visual ways (Roblyer & Doering, 2013, p. 11). 

Essential conditions for technology integration
“Teachers need system-wide support to implement technology.” (Roblyer & Doering, 2013, p. 65).  This is a fact that cannot be ignored.  Studies have already shown that students benefit from technology programs like these flipcharts.  Technology and education are the key to a brighter future and together can become a deadly combination.

Software support tools   
Software support tools are increasingly growing into something more than just “basic capabilities of word processing, spreadsheets, and presentation software” (Roblyer & Doering, 2013, p. 140).  A great example of this is the flipchart above as it provides viewers and students with an “improved appearance of the product” (Roblyer & Doering, 2013, p. 140). 

References:
Roblyer, M. D., & Doering, A. H. (2013). Integrating educational technology into teaching (6th ed.). Boston, MA: Pearson. 

Wikis

Wiki

http://mrbruceshistory.wikispaces.com/ 

Wikis are quickly becoming a common educational source that teachers use in their classroom (Roblyer & Doering, 2013, p. 224).  Wikis are effective because it allows students to gather information and to store that information on collective web pages for all to see (Roblyer & Doering, 2013, p. 223).  I picked the link above because I felt this web page is the one that I would use in my own classroom.  It was created by a history teacher and the way it works is he presents topics or dilemmas to his students.  Then a pair of students is asked to find information and present their findings in wiki form.  I believe this is the kind of format I would use in my classroom.  It presents the material to all while allowing each individual group to go a research a topic. 

Widget #1



http://www.widgetbox.com/widget/google-calendar-embed/?id=c661a978-952b-4472-8fe8-46666216f590

The first widget I would use is a calendar widget.  No matter what subject you teach organization has to be a teacher's first priority.  This widget provides you with a calender on which you can put information like due dates and things for your students.

Widget #2



http://www.widgetbox.com/widget/this-day-in-history-cdouthard/?id=afb5547f-1ca6-4491-8e66-8bf1a72c9472

This widget would be a great use to my classroom because it provides detailed summeries on what hapened on specific days in history.  I could give students dates and then they could use this widget to find the topic that corresponds with it and get information.




Web-based lesson

http://www.tramline.com/trips.htm

This site specializes in the exciting field of electronic or virtual field trips.  A major benefit to this style of lesson is that it provides the students with some form of visual image that offers educational value of a place where they could not routinely travel  (Roblyer & Doering, 2013, p. 239).  Real field trips present many problems with the most being expensive ( (Roblyer & Doering, 2013, p. 239).  By doing a web-based lesson and choosing a virtual field trip it gives students the idea of being out of the classroom traveling but makes it much easier on the student and the school  (Roblyer & Doering, 2013, p. 239).  As a history teacher, images and field trips are the most effective ways to covey an event to students.  Due to this, virtual field trips are a major benefit to the history department and one that should definately be used. 

References:

Roblyer, M. D., & Doering, A. H. (2013). Integrating educational technology into teaching (6th ed.). Boston, MA: Pearson.