Blog Journal #3 (Online)/ Journal 4(?)

  •  The standard that I chose to focus on was standard SS.912.S.1.8, which covers identifying, evaluating, and correctly using technology to interpret and understand information about cultural life in world cultures, both now and before. This standard entails the idea that students must be able to sort through historical information via its validity using technological tools and skills. Students would have to, for example, know how to find historical documents in appropriate sites that are reputable, and be able to distinguish biased analysis and presentation. Students would be taught how to appropriately source information that they found and describe it without plagiarizing another scholar's interpretation. I think I would be capable of implementing this standard into my classroom, because I myself have worked on this skill for so long throughout my various historical studies and classes. Educating students on bias and filters is something that can be tricky at first, but with repetitive practice via in-class assignments and projects, students would become more comfortable finding information through search engines and figuring out what sites are more reputable.

  • I think the resources under each standard can be extremely imperative to me if I'm struggling with how to format my lessons to confidently satisfy the standard. Lesson plans give me the opportunity to guide my own lesson plans to what the state wishes, and it becomes less stressful and individual for me as an educator. The additional student tutorials would also be very useful if a student was struggling and I was unsure of how to help them. Because the standards can occasionally be so broad, it's helpful that there are lesson plans to guide me on how to achieve the standard so I don't get lost or overwhelmed.

  • It's extremely important to be well versed in internet searching as a teacher to continue your education and diversify student learning. As a history teacher, I'll need to sift through various sources (newspapers, academic journals, teacher forums, etc.). Incorporating sources into my students' learning will be important to satisfy standards and exercise their own abilities in interpreting historical documents and information. Of the searching tools we discussed, I think I'll use the advanced search for file type most often. It will become extremely useful for finding primary and secondary sources of varying origins.

  • As someone who ha been in k12 education as Generative AI continues to develop, I've grown very disgusted at it's use. While traditional AI is useful, as it helps us sort through the vast network of the internet, Generative AI is pure mimicry. It's not human and therefore not creative. Its plagiaristic; it steals other people's words and spits it right back out as original thought. I'm proud to say that, up until now as an eighteen year old freshman, I have never (and will never) used ChatGPT or any other Generative AI site. I could see how Generative AI might be helpful for designing something, but even still it's taking credit for someone else's work. I'd much rather buy a lesson plan or PowerPoint from a teacher than ask AI to steal it. I still think students and teachers should learn about it, but it's use, in my opinion, should continue to be discouraged in education as well as other fields.

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