Blog Journal #5

•  A lot of the skills I acquired were mostly focused around digital design. This is a skillset that I've felt was severely undeveloped and became more worked through this assignment. This included inserting images, formatting text with images and diagrams, and trying to figure our colors and fonts for the website. I also got some more practice using links and hyperlinks, as well as continuing to learn how to copyright my work. I think these skills will be very useful in the future when I'm developing my writing portfolio as well as planning out my website for when I teach.

• I think one way I'd incorporate QR codes within my lessons would be by creating activities. For example, each group of students would start on one QR code, and each QR code scans into a game of mastery for historical analysis skills and/or historical terms. Once the group has won this game, they advance to the next directed QR code. The first group to complete all the games would win. This would be a deliberately a-typical way to guarantee mastery of skills in class without limiting students strictly to lectures. It would also allow them to get some experience using technology (their phones) to navigate through scanning these codes and working with historically-aimed sites.

• Prompt: I plan to teach advanced placement European history for juniors in high school. Can you generate an ethical case study for me related to educational technology use.

Case Study: Ethical Use of Digital Simulations in AP European History

Background: An advanced placement (AP) European History teacher is excited to incorporate digital simulations into their curriculum to help students engage with historical events and decision-making processes. The simulation involves students taking on roles as historical figures during key events in European history, such as the French Revolution or the Congress of Vienna. While the technology can enhance understanding and foster critical thinking, several ethical concerns arise.

Ethical Concerns:

1. Representation and Sensitivity:

   • The simulations involve sensitive historical topics, including war, colonialism, and social upheaval. The teacher must consider how to accurately represent diverse perspectives, especially those of marginalized groups. There is a risk of oversimplifying complex issues or perpetuating stereotypes.

2. Student Engagement vs. Historical Accuracy:

   • The immersive nature of simulations may lead some students to prioritize engaging gameplay over historical accuracy. The teacher faces the challenge of ensuring that students understand the historical context and significance of their roles while still enjoying the interactive experience.

3. Equity of Access:

• Not all students may have the same level of comfort or experience with digital technology. Some may struggle with the platform or feel excluded from discussions if they are less familiar with the simulation's mechanics. The teacher should consider how to support all students, particularly those with less experience in digital learning environments.

I would first address Representation and Sensitivity issues by explaining to my students via a lecture the significance of the event we would be reenacting, and that the reason for the reenactment is to place our minds into the way that the individuals we'd be placing ourselves into would be thinking. This would be an ethical solution because we could discuss any concerns we had with the material and assure that everyone is comfortable with it.

When it came to student engagement, I'd be sure that the seriousness of this activity was emphasized. I'd also have my students research the battle/meeting we'd be reenacting as a part of the assignment, and therefore part of the grade. I'd tell my students that by being reckless or overly playful would result in points taken off of their grade. I believe this to be an ethical solution because it emphasizes to all students that the activity should be taken seriously both as an opportunity for learning and an assignment that they are graded for.