Mobile Technology as a Disruptive Force (for Better and Worse) in the Social Studies Classroom

---Part II: Harnessing the Educative Potential of Cell Phones in the Social Studies Classroom

Adults and teens are increasingly turning to their ‘smart’ cell phones to communicate and access information. In fact, over 85% of adults and 75% of teens have a cell phone (Pew Internet, 2009). While the number of cell phone users continues to grow, teens in particular have a special relationship with their cell phones. Besides a communications portal with friends and family, these smart wireless devises serve as MP3 players, web browsers, can stream videos/audio, and allow for interactive gaming. Cell phones have in many ways become a social utility knife for teens. In a recent report, over 47% of teens polled said their social life would end or be worsened without a cell phone, and 57% credit their cell phone for improving their life (CTIA & Harris Interactive, 2010). Recent research points to teens feeling comfortable and knowledgeable in using their cell phones to access information and communicate with friends and family (Lenhardt, 2009). For instance, teens frequently note their preference towards texting rather than talking on the phone (CTIA & Harris Interactive, 2010). Texting allows students to multi-task, enter into and exit conversations quickly, and have these conversations on their own terms.

Mobile technologies like smart phones, iPads, netbooks, and laptops are disrupting/changing our relationship with both time and space. People can now access information when they want it and where they need it. For instance, people can get directions, translations, the weather, and even local news on the go. Learning is no longer land or line locked. Mobile platforms are allowing individuals access to information that is practical, up-to-date, and in-demand in real time. In a recent Pew Internet and America Life Survey, 30% of all mobile using respondents stated they use their cell phones to follow local news and 42% use their phones for weather updates (Pew Internet, 2011). These devices are allowing on the go citizens the ability to access information and communicate.

While there are still significant numbers of citizens without access to computers or the Internet, new statistics have emerged that teens in low-income households are more likely to access the Internet on their cell phones than on household computers (Pew Internet, 2009). Rates of cell phone adoption drastically outnumber the pace of low-income families adopting household computers (Pew Internet, 2009). In the United States, a disproportionate number of low-income African American and Latino households often struggle to have stable and meaningful access to computers and the Internet (U.S. Dept. of Commerce, 2010). Mobile technology access and use could hold the potential to be a major disruptive force in combating the digital divide (Kim, 2008). In fact, teen cell phone owners from low-income households are most likely to use their cell phones to go online. 41% of teens living in households with incomes under $30,000 used their cell phones to go online, while only 23% of teens living in households with incomes over $75,000 used their cell phones to go online (Pew Internet, 2009).

As already presented, mobile technologies can serve as a familiar and meaningful tool for teens to communicate and access information. However, many would argue that these same mobile technologies can be disruptive forces that impede student learning. Nationally, most schools ban students from using cell phones on school grounds (Scholastic, 2010). Many administrators and teachers see these digital devices as nuisances that distract students from learning. Such noted distractions include students sending text messages in class, browsing the Internet, and taking pictures/video in school. As a result, many schools and school districts have adopted a zero tolerance policy for students using/having cell phones in schools (Lenhart, 2009). Other mobile technologies like iPads and netbooks are still scarce in schools, and most students are discouraged from bringing their personal laptop computer/mobile device to school. In a recent conversation with a high school Principal just outside Cleveland, Ohio, he stated how the school goes to great lengths to inform both students and parents that personal laptops, cell phones, and other mobile devices are not allowed in school. Even though the school lacks enough working computers and has an overly sensitive/ highly unstable Internet connection, the fear of these devices being used inappropriately or damaged/stolen discourages their use and integration. Learning in the classroom is still very much land, textbook, and chalk board locked.

In particular, the social studies has been notorious for its teachers being over-dependent on lecture, rote-learning, and textbooks (Loewen, 2010; Shaughnessy & Haladyana, 1985). As a result, students often cite the social studies as one of their least favorite subjects (Martorella, 1997). These instructional methods often leave students thinking at lower-levels, bored and questioning the importance of the social studies. Marc Prensky, in Digital Natives, Digital Immigrants (2001), comments that when teachers incorporate new technologies into their instruction they genuinely get students excited about learning and often tap into their culture and digital interests. In an age where technology has redefined commerce, communication, advocacy, the integration of these technologies in the social studies classroom can help students gain the skills and etiquette needed to use these technologies appropriately. Furthermore, this familiar technology (cell phones and mobile devices) can serve as an important platform in getting student excited about the social studies (Greenhut & Jones, 2010). Yet, there has been very little discussion/ research in regards to ways in which mobile technologies (like cell phones and iPads) can be used to promote student learning in the social studies.

Below, I’m including my top 8 Applications for the iPhone, iPad, and iPod Touch for mobile learning in social studies education:

1. The World Factbook 2011

• The World Factbook 2011 is an app that allows students to examine global demographic information, populations trends, navigate land masses and water ways, and better understand physical and cultural geography.



2. My Congress

MyCongress is a portal that provides detailed information about your elected U.S. Congressional officials. Track their news, video and Twitter feeds. Look up their official Open Congress profile or contact them directly. MyCongress helps you get in touch with your government.



3. We The People

We The People is an app that allows students to review and explore the U.S. Constitution and Declaration of Independence.




4. Stake the States: Lite

Stack the States is an app geared towards elementary students that makes learning about the 50 states fun! Students will get to watch the states actually come to life when playing a colorful and dynamic game! Users get to learn state capitals, shapes, state locations, and can actually touch, move and drop the animated states anywhere on the screen.


5. World Wiki

Get quick access to detailed demographic information of almost 250 countries around the world. Users can access information about the capital, government, population, area, GDP, currency and the flag of any country as displayed on the Wikipedia site. Best of all, the app is free.



6. The Civil War

150 years after the start of the American Civil War, HISTORY presents The Civil War Today, a ground-breaking app that allows users to experience the war as it unfolded, one day at a time, with daily updates that let you live the events in “real-time” over the course of four years. Users get to feel and explore thousands of original documents, photos, maps, diary entries, quotes, and newspaper broadsheets like never before.


7. iAmerica: The Pocket Guide to the US History and Presidency

American History at your fingertips! The iAmerica app offers users a complete reference guide to the life and history of the Presidents of the United States. This includes presidential biographies, images, and videos.




8. Oregon Trail

Westward, Ho! This app allows users to make critical decisions and solve problems as they encounter real historical characters and locations. These historical facts explain the perilous journey of the pioneers.

Harnessing the Educative Potential of Cell Phones in the Social Studies Classroom

Nationally, most schools ban students from using cell phones on school grounds (Scholastic, 2010). In fact, many administrators and teachers see these digital devices as nuisances that distract students from learning. Such noted distractions include students sending text messages in class, browsing the Internet, and taking pictures/video in school. Chris Deibler, Principal at Pound Middle School near Lincoln Nebraska, recently expressed such an opinion when interviewed in the Lincoln Journal: “We never allow a student to have a phone turned on or use it in the building- ever (Anderson, 9-30-2009).” This zero tolerance policy for student cell phone use in schools is quite common (Lenhart, 2009). Even though districts, principals, and teachers have adopted strict standards against student use of cell phones more than 2/3 of teens admit using their cell phones in school when they shouldn’t (Lenhart, 2009).


Distracters in the social studies classroom have always existed. From passing notes to doing math homework in social studies, students have always tested the boundaries. Especially, since students cite the social studies as one of their least favorite subjects (Martorella, 1997). The field has been especially plagued by its large dependence upon bias textbooks and teacher lectures (Loewen, 2010; Shaughnessy & Haladyana, 1985). These instructional methods often leave students thinking at lower-levels, bored and questioning the importance of the social studies. Marc Prensky, in Digital Natives, Digital Immigrants (2001), comments that when teachers incorporate new technologies into their instruction they genuinely get students excited about learning and often tap into their culture and digital interests. In an age where technology has redefined commerce, communication, advocacy, the integration of these technologies in the social studies classroom can help students gain the skills and etiquette needed to use these technologies appropriately. Furthermore, this technology (cell phones) can serve as an important platform in getting student excited about the social studies (Greenhut & Jones, 2010).

Student Use of Cell Phones

Today’s cell phones hold unprecedented potential for both teachers and students in promoting learning. This holds special significance since according to a 2009 Pew Research Study, 71% of students aged 12-17 own a cell phone (Lenhardt, 2009). As teens get older, they are more likely to own a cell phone. For instance, 83% of teens aged 15-17 own a cell phone (Lenhardt, 2009). This number is growing rapidly, and students are more likely to own a cell phone than a laptop computer. From such basic functions as planners, clocks, and cameras to more smart functions like searching online encyclopedias and browsing the Internet, cell phones are evolving into sophisticated micro-computers. In fact, smart phones hold many of the same capabilities of computers. While smart phones are growing in popularity, this manuscript will learn towards the integration of basic cell phone functions in the classroom. These discussed applications include: Using text messaging to search and translate, sending out free notices to students and parents, making Power Point presentations interactive, and using cell phones to add commentary to a slide-show. These applications were selected for three reasons:

1. All of these applications hold great educative potential in the social studies.
2. While basic cell phone data and minutes rate apply, these applications are free to teachers and students.
3. These resources are user-friendly, and offer educators resources and strategies on the integration of these technologies into their classroom.

Student Use of Text Messaging : SMS (Short Message Service)

Teen use of text messaging has dramatically increased in the past few years. According to a new study, Teens and Mobile Phones Over the Past Five Years, from the Pew Research Center’s Internet and American life Project, over 75% of teens that have a cell phone have unlimited text messaging (Lenhart, 2009). Moreover, more than half of all teens that text message send over 50 text messages a day, and one in three send more than 100 messages a day (Lenhardt, 2010). The Pew Report goes on to cite texting as “… the form of communication that has grown the most for teens during the last four years (Lenhard, 2009).” Between 2006 and 2009, the percent of teens that use texting to contact friends outside of school on a daily basis has gone from 27 to 54 percent. Face-to-face contact, instant messaging, mobile voice and social network messaging have remained flat during the same period, while use of e-mail and the landline phone have decreased (Lenhardt, 2009). The widespread availability of unlimited text messaging plans has “…transformed communication patterns of American teens, many of whom now conduct substantial portions of their daily conversations with friends via texting (Lenhardt, 2009)).

1. GOOGLE SMS

As students turn to text messaging at greater rates, Google Mobile has tapped into this technology to allow teachers and students to access a great deal of information. While Google is known as the Internet’s largest search engine provider, its platform of free mobile products holds great educative potential. Google SMS allows students to access real time information, definitions, translations, stock prices, and maps (Google SMS, 2010). Thus, Google SMS is a dictionary, newspaper, atlas, translation guide, and calculator all in one. All students have to do is text their inquiry to GOOGLE (466453) and then the provider will text message results back. Of course, handsets must be SMS capable and students should be authorized to send text messages as standard text messaging rates apply.

When teaching an economics course, students could be asked to look up the actual stock quote of Target Corporation via Google SMS. To do this, students would have to text sock tgt to GOOGLE (466453). Or, if students wanted to review a map of Cleveland, Ohio, they could text Map downtown Cleveland Ohio to GOOGLE. Besides reviewing stock prices and maps of locations around the world, GOOGLE SMS provides a host of other features social studies teachers and students can tap into to promote learning.

2. Joopz

Joopz is a service offered by MobileSphere that allows teachers the opportunity to send out mass text messages to students and parents using their PC keyboard (Joopz.com, 2010). No longer must teachers use the microscopic keypad on their cell phones to individually alert parents to upcoming important dates (i.e. parent teacher conferences, field trips, or test dates). Social studies teachers can also use Joopz to send out text message reminders to students about their homework assignments, due dates, and other announcements.



When you sign up with Joopz, you provide your mobile telephone number along with your name, e-mail address, and a password. Once verified through an e-mail, Joopz provides users with a variety of different resources that have important instructional implications:

A. Teachers can send out mass group text messages to students and parents. Furthermore, the website easily allows teachers to manage which participants receive text messages. The teacher can also browse the history of all text messages distributed.

B. Teachers can construct SMS messages in advance, and then schedule these messages to be sent out on a future date/time.

The free basic account allows teachers to send 10 outgoing messages to each group per month. For those users that receive the SMS messages, only standard text messaging rates apply. The Joopz service will appeal to teachers wishing to correspond with parents and students through bulk text message, while not having to type individual SMS messages using the tiny cell phone keys.

3. Yodio

Using the Internet and a cell phone, students can add their voice and audio to a slide show. After creating and uploading a slideshow to Yodio, students call in from their cell phone to add music or a narrated track (Yodio.com, 2010). First, users are asked to complete a simple registration process whereby they construct an account that includes the cell phone number they will record from. This number is private, and will never be shared or published. Yodio will use this phone number to recognize the user when they call in to add narration or audio to a slideshow. After users have created a profile and activated their account, they are free to upload slideshows and pictures. Then, users call 1-877-MY-YODIO (699-6346) and follow the prompts to make their recording. After recording their narration, users return to their account at Yodio.com to pair their recording with the slideshow/photo. When students are done, they can share their narrated slide show by publishing it to the web, embedding it in a blog, or by e-mailing it to others.



In American History classes, students could be asked to create slideshows on an important topic in U.S. History. For instance, students may be asked to create a slideshow on the Civil Rights Movement. After researching key figures, events, and issues, students could compile important pictures and images into a slideshow. Then, using their cell phones, students could narrate their slideshow and discuss important themes, concepts, and historical figures. After adding audio to their presentation, students could publish their narrated slideshow to the web or house it on their teacher’s or school’s website.

4. PollEverywhere.com

Social studies teachers are amongst the worst abusers of Power Point presentations and slideshow software to deliver instruction (VanFossen, 1999; Whitworth & Berson ,2003). Social studies teachers often use slide shows that promote lower-level thinking, rote-memorization, with an over-abundance of text (Gabriel, 2008). While there are many ways social studies teachers can enhance the quality of their slideshow presentations, there’s one cell phone SMS based technology that makes PowerPoint slide shows interactive and engaging for students.

Polleverywhere.com is a device that allows teachers to embed interactive polls and quizzes into their PowerPoint presentations (Polleverywhere.com, 2010). Students can respond to questions and vote for a particular selection in the social studies through sending text messages. This technology actually lets students use their cell phones to text their votes and opinions into a PowerPoint presentation. The free plan requires that visitors sign-up for an account (they ask for the usual information: name, e-mail address). The free plan is also limited in that only 30 votes can be recorded per poll (so the teacher has a class of fewer than 30 students each student can vote once per question).

After signing up for an account, the teacher has a choice of what type of poll they want to create and embed into a PowerPoint presentation. They can include a fixed response poll whereby students select from possible choices (much like when the audience is asked to text their responses to American Idol). Another type of poll offered is for opened response answers. After the teacher poses a question to students (such as ‘What are your feelings on global warming?’), students can use their cell phones to text their response into the presentation. As student respond, their answers automatically appear in real time into the PowerPoint presentation. The teacher needs a stable Internet connection and computer to display these results to their students. Also, students should be aware that standard text-messaging rates apply.

Conclusion:

Today’s cell phones hold unprecedented potential for both teachers and students in promoting learning in the social studies (Friedman, 2010; Greenhut & Jones, 2010). This hold special significance since according to a 2009 Pew Research Study, 71% of students aged 12-17 own a cell phone (Lenhart, 2010). This number is growing rapidly, and students are increasingly gaining access to more sophisticated cell phones. From such basic functions as planners, clocks, and cameras to more smart functions like searching online encyclopedias and browsing the Internet, cell phones are evolving everyday. This article described ways in which social studies teachers can harness the potential of cell phones in the classroom. The discussed applications included: Using SMS (text-messaging) to search and translate, sending out free reminders to students and parents, making Power Point presentations interactive, and using cell phones to add commentary to slideshows.

As students’ access to cell phones increase (Lehnart, 2010), and as new applications and software becomes available, cell phones will continue to grow in their functionality and capability. While it is true that cell phones can be distractions, much like watches and comic books of previous generations, the real test comes in social studies teachers harnessing the massive potential of cell phones in the social studies classroom. Instead of banning all cell phone use, teachers and administrators should encourage proper cell phone etiquette and their appropriate usage as learning tools. Like any classroom technologies, students should learn that having the ability to use this tool is a privilege that can be taken away if used inappropriately. Simply disallowing and prohibiting the use of cell phones by students, especially, as they grow in educational capabilities, marginalizes their ability to serve as 21st century tools that allow students to access information, communicate, and present new information.

Using Technology in the Social Studies Classroom

I have been experimenting with a few different digital technologies that teachers of the social studies can infuse in their classrooms. Here's an example of one technology (xtranormal) that allows students and teachers to create short animated videos on different topics. Users control the characters, the audio, the script, and even camera angels. Also, after publishing their video, users can use Microsoft Movie Maker to add titles, additional audio, and edit the footage. Here's an example of one video I created using these programs. In this video, Larry King Interviews Sarah Palin on the current state of social studies education in k-12 education.

OCSS 2010 Presentation: Researching, Producing, Presenting

On April 15th, 2010, over 45 social studies educators and professionals from around Ohio and the United States showed up to participate in a discussion on the role of technology and global education in the social studies at The Annual Conference of the Ohio Council for the Social Studies. This discussion stemmed from a recently published article in Social Education entitled, Researching, Producing, Presenting: Students’ Use of Technology for Global Advocacy in Social Studies (Maguth, Yamaguchi, & Elliott, 2010).

OCSS Res Prod Presenting Tech and Global 2010

In this session, Dr. Maguth discussed the importance of teachers getting students to use technology constructively to forge a global perspective in the social studies. In order to make the presentation as interactive as possible, and to demonstrate the use of a new technology, Dr. Maguth used PollEverywhere. As discussed in an earlier posting (see below), PollEverywhere is a free program whereby teachers can create online polls that students can respond to through the use of their cell phones/text messaging. These polls can be embedded in Power Point presentations, and hold great instructional utility.

While the use of PollEverywhere added life to the discussion, the bulk of Brad's presentation focused on the Global Advocacy Project, a project implemented by a STEM High School in the Columbus, Ohio area. In this project, students used technology meaningfully throughout three different phases of the project:

Stage 1: Students as Researchers- Students used technology (mainly, the Internet) to research the eight UN Millennium Development Goals. This included researching the progress/lack of progress some states are making towards achieving the goals. Students were encouraged to access multiple sources, thinking critically about the data collected, and use SKYPE and e-mail to interview experts on their topic.

Stage 2: Students as Producers- After using technology to research state progress towards fulfilling the MDGs, students were asked to create a proposal to help accelerate progress on one specific MDG. For instance, after researching a lack of progress in regards to Ensuring Environmental Sustainability (MDG 7), one student proposed a potential multilayered solution to help developing states (mainly, in Sub Saharan Africa) achieve access to safe drinking water and basic sanitation. Then, she used iMovie to create a digital documentary on her proposal.

Stage 3: After using technology to create a digital artifact (i.e. Narrated Slideshow, digital documentary, website, etc.), students were asked to use their work for advocacy and to encourage greater societal awareness on this issue. Thus, the teacher created a YouTube channel whereby all students uploaded their artifact. Besides uploading these videos to YouTube for public display, the teacher embedded student videos on the school's webpage. Furthermore, many students embedded these movies on their Facebook and Myspace pages to draw attention towards their research. Besides presenting their artifacts digitally, the students also presented their research in person to members of their local community.

Students used technology appropriate and constructively in all three phases of the project. With over 87% of all students aged 12-17 using the Internet (Pew Research, 2010), and 80% of all teachers believing students' use of technology positively influences their learning, Dr. Maguth encouraged all social studies educators to devise instructional methods and assessments that both foster 21st Century Skills (Researching, Producing, Presenting), and appeal to the interests of students living in a digital and global age. Especially, since the majority of student technology use in the social studies encourages low level thinking (Friedman, 2008).

To access Dr. Maguth's presentation at the 2010 OCSS Annual Conference, Click Here

To access Dr. Maguth's global education lesson plans and activities, Click Here

Social Networking & The Social Studies For Citizenship Education

Young people today have grown accustomed to living portions of their life online, shopping , socializing, and learning. According to a 2005 survey by the Pew Internet and American Life Project, over 87% of those between the ages of 12 and 17 are online. As youth increasingly access and use the Internet, this creates an ideal opportunity for civic educators to help students use the tools they are most familiar with to learn about and advocate for certain causes. Traditionalists have often questioned and brushed off youth civic efforts in cyberspace (Putnam, 2002). This includes discounting youth researching, organization, collaborating, and even protesting issues online. In fact, as Earl and Schusssman assert, “One must question whether existing (traditional) notions of what encompasses civic engagement tend to ignore, devalue, and otherwise marginalize ways in which young people are connecting with one another to collectively make a difference in their worlds.” The fact remains, youth are using the devices they are familiar with, namely the Internet and other electronic technologies, to learn about and advocate for certain civic causes (Maguth, 2009; Bennett, 2008).

The field predicated on citizenship education, the social studies (NCSS, 2009), must reexamine the ways in which it aims to prepare citizens in the wake of massive technological gains. For instance, the White House, CNN, and many local governments and police departments are becoming even more dependent upon social networking tools to inform and learn from citizens (Charitier, 2008). As protests erupted after the 2009 Iranian Presidential elections, and mainstream international journalists were banned from the streets, citizens of the world became increasingly dependent upon digital savvy citizens inside Iran using their cell phones and laptops to upload information to social networking sites, and to inform outsiders about any governmental instability and human rights violations. In fact, U.S. officials even claimed that the Internet, namely social networking websites like Facebook and Twitter, provided the United States government with critical information (Labott, 2009). As digital natives uploaded pictures of peaceful protesters being abused and murdered by Iranian authorities (i.e. ‘Nada’), the world watch as these brave enraged Iranian citizens spoke of their quest for fair and free elections.

Even the White House has turned to social networking technologies to open up the lines of governmental transparency and to inform citizens. One of the first Executive Orders of President Obama was for the federal government to “establish a system of transparency, public participation and collaboration.” Citizens can now participate in discussions with governmental agencies and officials about particular issues through Facebook and MySpace. Besides reading about and commenting on civic issues through social networking sites, the Obama Administration has asked citizens to help submit their insights via the Internet to improve the efficiency of government. On May 1, 2009, the Obama Administration sent out its first tweet warning American citizens about the H1N1 flue (a.k.a. ‘Swine Flue’). Routine tweets from the White House have also informed citizens about other domestic and foreign issues. In fact, twenty-five federal agencies now have YouTube Channels (Scherer, 2009).

As the federal government has turned to the Internet to educate citizens, one would assume the field predicated on citizenship education, the social studies, would do so as well. However, as indicated by the latest research (VanFossen, 2008; Berson, 2002), teachers’ and students’ use of technology in the social studies for civic education has been ‘lackluster’ at best. The field is still heavily dependent upon textbooks, lecture, and rote memorization. Despite the Internet allowing for greater access in learning about and communicating with others on current civic issues, the social studies has opted to maintain its traditional course. Future citizens are not learning in the social studies how to use those tools they are most familiar with to contribution to their community and world. However, as evident by the large gains made by today’s youth in cyberspace, the real gains in civic education come outside the social studies. In order for the social studies to stay relevant in a digital and global age, a deeper examination of the ways in which it goes about educating future citizens in necessary.

Audience Response Systems in the Social Studies

Students are increasingly turning to the use of technology to access information, communicate and to create digital artifacts (Bennett, 2007). As society’s demand for technologically literate citizens grows, schools must contemplate the degree to which they empower future citizens with these necessary 21st century skills. As a social studies researcher and doctoral student, I must side with those researchers conclude there's often a lackluster use of technology for civic purposes in many of America’s classrooms. With a lack of resources and training, teacher education programs and professional developments must aim to help teachers use those technologies they do have access to more meaningfully.

In order to illustrate my point, I wish to describe the all too common use of the never-ending PowerPoint presentation. Students are often forced to listen to and record insurmountable groupings of text and facts. They are often then asked to memorize these facts for passage on a standardized test. This usually involves students being forced to stay quite, and nearly half of them falling asleep! Even though research points to the necessity of higher-level thinking and participation in meaningful learning (see Benjamin Bloom), many teachers inappropriately use this technology to encourage rote memorization and lower-level thinking. With PowerPoint being as popular a tool as it is, teacher educators must ask themselves ‘how can we help teachers better use the tools they do have access to in promoting higher-level thinking?” Thus, what can teachers due to make a common technology like PowerPoint more relevant and engaging for students?

While there are a lot of ways to entice student learning with PowerPoint (limiting text, asking frequent questions, the infusion of visuals and sounds, and making these presentations participatory), I wish to identify and explain another piece of technology that holds promise towards engaging student learners. Polleverywhere.com is a devise that allows teachers to instantaneously poll students on their views and opinions. Students can respond to important questions posed by the teacher by using their cell phone or the Internet. Imagine, students actually using their cell phones to text their votes and opinions into a PowerPoint presentation. With the number of students owning cell phone increasing, teachers are frequently telling students to put away their cell phones away in class. But, what if cell phones could actually contribute to class discussions? What I like best about polleverwhere.com is that it’s easy to use and has a FREE plan that works well for teachers. The free plan requires that visitors sign-up for an account (they ask for the usual information: name, e-mail address). The free plan is also limited in that only 30 votes can be recorded per poll (so if you have a class of under 30 students each student could vote once and you would be ok).

After signing up for an account, the teacher has a choice of what type of poll they want to create and infuse into a PowerPoint presentation. They can include a fixed response poll whereby students selected from possible choices (much like when the audience is asked to text their responses to American Idol). Another type of poll offered is opened responses. After the teacher poses a question to students (such as ‘What are your feelings on global warming?’), students can use their cell phones to text their response into the presentation. As student respond, their answers are automatically uploaded in real time into a PowerPoint presentation. This devise holds promise in making PowerPoint presentations more interactive and student-centered. Student response could serve as a catalyst into a richer classroom discussion.



While this possible tool holds promise, teachers must understand that well constructed and engaging PowerPoint presentations does not mean throwing one slide or question from pollingeverwhere.com into a presentation. This tool is simply one additional way to make the presentation more student-friendly and interactive. It also provides teachers with a way to document and check for student understanding/ perspectives. If the presentation is systematically flawed with overabundant text, disengaging content, and sour presentation, this audience response device will do little to promote learning. However, if used in the right way, this audience response devise holds great promise in making PowerPoint presentations more interactive and engaging. Furthermore, it seizes those digital tools a growing amount of students use to access information, communicate, and construct digital artifacts with.

For more information, see the following websites:
1. Polleverywhere
2. Polleverywhere inserted into PowerPoint 2003
3. Youtube video on ways to use Pollingeverwhere for academia

Video Games for Citizenship Education in a Digital Era

A growing number of today’s students are turning towards digital media to participate socially, economically and politically. W. Lance Bennett, in a study commissioned by the MacArthur Foundation on digital media and learning, entitled Changing Citizenship in the Digital Age (2008), describes how digital natives are using new technologies to impact their world. Using the Internet to access information, communicate, and organize, today’s youth have demonstrated the power of electronic technologies in making a difference. As evident in the 1999 protest of the WTO in Seattle, young activists are seizing these lines of communicate to arouse bottom-up civic participation. Bennett (2008) describes how many students disengage in traditional top-down politics. Moreover, these same students often find bottom-up politics more relevant and authentic (As evident in increased levels of student participation in volunteering, study abroad and community commitments). Favoring loose networks of community action, these students frequently turn towards electronic technologies like social networking sites to access and discuss economic, social and political issues.

Today’s digital natives are frequently turning towards electronic communications to learn about and discuss important issues. However, the infusion of these technologies inside the classroom has been lackluster at best. Particular, the area predicated on fostering strong and active democratic citizens, the social studies, has failed to make effective use of electronic technologies (Diem, 2004; Berson, 2005; VanFossen, 2008). There seems to be a mounting divide in the realities of how digital natives are using technology for informed and active democratic citizenship inside versus outside of the social studies classroom (See Maguth, 2008). Thus, the use of outdated mediums for civic education in the social studies results in young people finding them irrelevant and unauthentic. This reinforces a greater divide in teaching and learning. My dissertation research begins to examine this issue more in-depth.

With over 90% of students in a recent survey indicating they frequently play video games (Friedman, 2008), advocacy groups have been moving fast to construct video games for educative purposes. This has led to the creation of ‘serious games’. Serious games aim to teach students by realistically simulating some aspect of a given situation. Some examples include: business training games, flight or driving simulators, games that help patients understand how their bodies work, and games the allow players to navigate through and make decisions on a contemporary global issue. Serious games hold great promise in education because they allow users to test and experiment with systems, and develop a better understanding on relationships embedded in the system (See www.seriousgames.org )

Examples of Serious Games:
1. Stop Disasters Game

-(Middle to High School) This is a free online single player game developed by the International Strategy for Disaster Reduction. Students navigate around a Sim like environment to make important decisions that involve saving lives and reducing the impacts of hazards resulting from natural disasters. Students are given a set amount of time (usually 10-15 minutes) to ready their city to confront five possible scenarios (Tsunami, Earthquake, Wildfire, Hurricane, and Flood). When students are done preparing their city, a news report breaks describing the aftermath.


2. Darfur is Dying
-Developed through a partnership with Reebok Human Rights Foundation and the International Crisis Group, mtvU sponsored an unprecedented competition bringing together student technology and activism to stop the genocide in Darfur. The winning design produced Darfur is Dying. The game is a narrative-based simulation where the user, from the perspective of a displaced Darfurian, negotiates forces that threaten the survival of his or her refugee camp. It offers a glimpse into the horrors faced by more than 2.5 million internally displaced people by the crisis in Sudan.

4. Play Against All Odds
-Developed by the UN High Commissioner for Refugees, players take on the role of a citizen that is detained and forced to flee a repressive country. Set up in different acts, students must work to escape the country, try to establish refugee status in a host country, and strive to adjust to life in a new country. More of a documentary with interactive elements then a full blow interactive game, the game still provides wonderful visuals and context for the experiences of many displaced refugees.

5. The Arcade Wire: Airport Security

- The first in a series of newsgames called The Arcade Wire, Airport Security offers a satirical critique of airport security practices circa early fall 2006, when security agencies in the US and abroad changed their policies to prohibit common items like toothpaste and hair gel. Getting the user to think through such questions as do knee-jerk reactions that limit our freedom of expression and travel make us safer? In The Arcade Wire: Airport Security you inspect each passenger and his luggage and remove the forbidden items before allowing the passenger to go through -- but the list of forbidden items changes on a moment-to-moment basis. Prohibited items may include pants, mouthwash, and hummus.

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11. September 11th: Newsgaming
-More controversial due to its having users fire at possible terrorist targets, the simulation can be used to prompt a broad discussion on terrorism post 9/11. As students fire at potential terrorist threats, they’ll notice that the number of terrorists increase. This could prompt a further discussion into how violence perpetuates more violence, and the best means to win a war on terror.

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Citizenship in a Global Age

What skills, attitudes and understandings do students need to function as citizens in a global and multicultural age?