Nicolas

Sawicky Professional Goals Goal 1: Analyze Documents to form an Opinion Based on Facts Content Area: Social Studies In the category of Writing and the subcategory of Integration of Research to Build and Present Knowledge. I want students to become proficient in arguing a point based off of provided documents. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. (CCSS, p. 41) Gather relevant information from multiple print and digital sources, asses the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. (CCSS, p. 41) Draw evidence from literary or informational texts to support analysis, reflection, and research. (CCSS, p. 41)

SO THAT THEY Value evidence (p. 7) According to Emily M. Schell (2003), a proposition paper is an excellent way for students to use what they already know from earlier areas of study, their own life experiences, and provided documents to propose a certain point of view on the historical subject matter. Emily M. Schell (2003) states, Photographs and illustrations are strategically placed in most texts to enhance students understanding of the material. Help students to develop visual literacy skills by drawing their attention to these reading aids to analyze pictures in a variety of ways. According to Emily M. Schell (2003), historical thinking is something unique teachers can offer in the classroom by engaging students in meaningful reading, writing, and analysis of historical data. Emily M. Schell (2003) developed a great strategy for students to analyze a document: When students encounter text that presents various perspectives, brainstorm with students about all of the various people who would have held a strong opinion about the event. For example, studies about the Boston Tea Party should include perspectives from American colonists who participated in the raid, American colonists who did not participate in the raid, American merchants who

relied on the tea for sales, British merchants who shipped the tea, the King, colonial officials, and military officers. -------------------------- Goal 2: Using Technology to Improve Learning Experience Content Area: Social Studies In the category of History and the subcategory of Production and Distribution of Writing. I want students to use technology to as not only a source for their research and writing, but also as a way to publish that information in a unique and innovative manner. Use technology, including the internet, to produce, publish, and update individual or shared writing products, taking advantage of technologys capacity to link to other information and to display information flexibly and dynamically. (CCSS, p. 66)

SO THAT THEY Use technology and digital media strategically and capably (p. 7) According to Nat Turner (2011), In my interviews with students, when I asked if knowing how to produce multimodal media would help them in the future, they recited the benefits they envisioned. Juan said, We are getting to the future where you tell the computer what to do, and he felt that his comfort with manipulating the computer was preparing him for an increasingly high-tech future. According to Doolittle and Hicks (2003), A grounded framework from implementing technology in social studies is necessary for advancing the social studies beyond vicarious memorization into the realm of active inquiry, perspective take, an meaning makingOne avenue to integrating technology for the improvement of social studies learning begins with implementing an aligned constructivist philosophy, theory, and pedagogy in pursuit of the development of critically minded global citizens. According to Grisham and Wolsey (2008), Students come to class with technology skills that they use in various socially validated waysMultiple literacies is the newest term for the many symbol systems identified by semiotics. There are many

such terms for the broadened definitions of literacy with which you will come into contact. 1. Technological literacy-the ability to use computers and other technologies to improve learning, productivity, and performance. 2. Visual literacy-the ability to understand and produce visual messages. 3. Information literacy-the ability to find, evaluate, analyze, and synthesize information. 4. Intertextuality-the ability to synthesizes and integrate information from a variety of sources. Grisham and Wolsey (2008) tell an important story about using technology: an eighth-grade student doing research on Andrew Carnegie, lacked the skills to find internet resources that fit the needs of the biography, the student found a great deal of information regarding the Carnegie Foundation instead. He his report was disjointed and off-topic because he used only sources that were at the top of the Web search results. This young man needed instruction in how to narrow a search, find other resources, and synthesize information when the first Web pages encountered did not produce results that were relevant to his search. Doolittle, P., & Hicks, D. (2003). Constructivism as a theoretical foundation for the use of technology in social studies. Theory and Research in Social Studies, 31(1), 71- 103. Nat Turner, K. C. (2011). "Rap Universal": Using Multimodal Media Production to Develop ICT Literacies. Journal Of Adolescent & Adult Literacy, 54(8), 613-623.