In order to determine the impact of higher level technologies on project-based instruction, Tinnerman (2010) conducted a small case study with his students. The class was comprised of 7th grade students with behavioral issues and was preparing to learn about World War II. One of the reasons Tinnerman argues that project-based instruction with higher levels of technologies is needed is because students cannot make a personal connection with history. Additionally, Tinnerman (2010) states, “I dreaded teaching about World War II from a history text.” This, combined with student disinterest, would surely lead to disaster.
For the study, students were required to interview members of their family who served in World War II and, using tape recorders, record their conversations. Once they collected all of the audio, students sorted the stories into four categories; War Stories, Life at Home, A Generation of Sacrifice, and Points of View (Tinnerman, 2010). Additionally, students used discussion boards and blogs to conduct online discussions regarding the topics. After the stories were compiled, and the discu...
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...terested in hearing it. If this does not work out, I may ask that we are given some time to discuss our research during a news program shown to homerooms twice a week.
I also plan on using Google Classrooms, or another resource, so students can share their stories and findings with their peers. I also hope to use this forum to conduct online discussions on specific topics that deal with the Great Depression. This will allow me to target instruction, while still keeping the role of a facilitator. Additionally, it will help to expose them to a medium for instruction that they will most certainly experience during their college years.
My goal is to help the youth of today to understand what their relatives experienced during this very troubling time in American history. After all, each year fewer and fewer of these people are left alive to tell their stories.
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