EDUC 637 Technology Portfolio InstructionsGeneral Overview For this assignment, you will identify forms of and applications for technology for use in a middle school social studies classroom. You will be required to describe the general applications of these technologies, specific applied activities in the general social studies arena, and provide an evaluation.Learning Objective You will develop a portfolio of technologies that could be used in a middle school social studies classroom, identifying general uses, aligned appropriate national social studies standards, potential activities, and good and bad points to that technology’s use.Assignment Process 1. Select 10 technologies (defined below) that can be used in an educational setting/environment for each of the categories listed below. Notice that I did not say educational or instructional technologies. This is to not restrict you to that search parameter, but rather to allow you to explore critically any technology that might have a pedagogical use. Select technologies representing: a. Hardware devices b. Business/productivity software (i.e., Microsoft Office) c. Web-based technologies (delivered via the Internet) d. Multimedia software (audio, video, graphical) e. Games/entertainment 2. Then review each technology answering the following questions in 1–2 paragraphs for each question (best recorded in a word-processing program like Microsoft Word as a multi-page document). Questions to answer include: a. What are the general functions and purposes of this technology? b. What types of social studies objectives/goals could be met by this technology and how? Please relate to an NCSS main theme (or more than 1 if appropriate). c. What, in your opinion, are the good and bad points of using this technology in a pedagogical setting? Consider this a risk analysis. 3. Turn in the completed assignment by 11:59 p.m. (ET) on Sunday of Module/Week 2. EDUC 637 Literature Review InstructionsGeneral Overview Please read the instructions and rubric for the Literature Review assignment BEFORE you sign-up for a topic. You will want to select a topic wisely so you will be able to identify 5 trends in your research. For this assignment, you will select a topic in the general area of social studies instruction in middle grade education and examine accompanying literature related to that topic to identify the latest trends and issues. Ultimately, you will compile these results into a PowerPoint presentation of around 10 slides to identify these trends.Learning Objective You will develop a presentation identifying general trends in middle-grade social studies education associated with a set of articles in the content area.Assignment Process 1. Begin classifying and compiling articles and sub-topics into groups of information for presentation (note 5 trends). 2. You should have scanned at least 30 articles in the process, which then need to be provided as part of this assignment in an attached bi.

1. EDUC 637
Technology Portfolio InstructionsGeneral Overview
For this assignment, you will identify forms of and applications
for technology for use in a middle school social studies
classroom. You will be required to describe the general
applications of these technologies, specific applied activities in
the general social studies arena, and provide an
evaluation.Learning Objective
You will develop a portfolio of technologies that could be used
in a middle school social studies classroom, identifying general
uses, aligned appropriate national social studies standards,
potential activities, and good and bad points to that
technology’s use.Assignment Process
1. Select 10 technologies (defined below) that can be used in an
educational setting/environment for each of the categories listed
below. Notice that I did not say educational or instructional
technologies. This is to not restrict you to that search
parameter, but rather to allow you to explore critically any
technology that might have a pedagogical use. Select
technologies representing:
a. Hardware devices
b. Business/productivity software (i.e., Microsoft Office)
c. Web-based technologies (delivered via the Internet)
d. Multimedia software (audio, video, graphical)
e. Games/entertainment

2. 2. Then review each technology answering the following
questions in 1–2 paragraphs for each question (best recorded in
a word-processing program like Microsoft Word as a multi-page
document). Questions to answer include:
a. What are the general functions and purposes of this
technology?
b. What types of social studies objectives/goals could be met by
this technology and how? Please relate to an NCSS main theme
(or more than 1 if appropriate).
c. What, in your opinion, are the good and bad points of using
this technology in a pedagogical setting? Consider this a risk
analysis.
3. Turn in the completed assignment by 11:59 p.m. (ET) on
Sunday of Module/Week 2.
EDUC 637
Literature Review InstructionsGeneral Overview
Please read the instructions and rubric for the Literature Review
assignment BEFORE you sign-up for a topic. You will want to
select a topic wisely so you will be able to identify 5 trends in
your research.
For this assignment, you will select a topic in the general area
of social studies instruction in middle grade education and
examine accompanying literature related to that topic to identify
the latest trends and issues. Ultimately, you will compile these
results into a PowerPoint presentation of around 10 slides to
identify these trends.Learning Objective
You will develop a presentation identifying general trends in
middle-grade social studies education associated with a set of
articles in the content area.Assignment Process

3. 1. Begin classifying and compiling articles and sub-topics into
groups of information for presentation (note 5 trends).
2. You should have scanned at least 30 articles in the process,
which then need to be provided as part of this assignment in an
attached bibliography list.
3. The final product should be a PowerPoint presentation
consisting of:
a. a minimum of 10 but not to exceed 20 slides
b. 5 trends related to your topic (a paragraph or 2 on each trend)
c. identify issues with the type of research and/or writing
undertaken
d. identify gaps in the research by identifying areas for further
research on the trend
e. bibliography submitted as a Word document of about 30
articles in APA format
4. The final product is to be submitted by 11:59 p.m. (ET) in
Sunday of Module 4.
Topic
· Effective Testing Strategies in Social Studies
Running head: TECHNOLOGY PORTFOLIO 1
TECHNOLOGY PORTFOLIO 3

4. Technology Portfolio
Suzie S. Student
Liberty University
Technology Portfolio
Hardware Devices
Apple TV
General Functions and Purposes. Using an Apple TV in
the classroom allows the teacher to project material onto the
board without being tethered to the front of the room. The
teacher would use an iPad or other iOS device to mirror with
the Apple TV in order to show presentations, videos, web pages,
and digital books. The Apple TV could also be used to project
student iOS devices for easy presenting.
Objectives/Goals Met. The Apple TV when paired with an
iPad has endless activities that could be used within the
classroom. The teacher could walk around the classroom
monitoring student work while still teaching at the board using
interactive white board apps on the iPad. The teacher could
also use the Apple TV to show examples of student work
through either the camera function on the iPad or through the
connecting of a student’s iOS device.
Using an Apple TV in the social studies classroom is beneficial
as it provides a new layer of interaction with material. For
example, the teacher could use Google Earth on the iPad,
connect it through the Apple TV, and then pass the iPad around
the class to have students find spots on the globe while the rest
of the class continues to engage through watching on the Apple
TV. This sample activity addresses the National Council for the
Social Studies (NCSS) Thematic Standard of People, Places,
and Environments, and the Disciplinary Standards for
Geography as the teacher is “helping learners to understand the
physical and human characteristics of places” (National Council
for the Social Studies [NCSS], 2002, p. 39).

5. Risk Analysis. The Apple TV is beneficial to the teacher
as it allows the teacher to move freely about the classroom
while still utilizing apps, websites, and presentations. It can
engage the students more as they interact with it through the
teacher’s iPad or their own iOS device. A risk involved is that
the Apple TV does require strong internet connection; if that is
unavailable in the classroom then the connectivity between iPad
and Apple TV may not work correctly which could hinder the
flow of the lesson if the teacher does not have a second plan in
place.
iPad
General Functions and Purposes. The iPad can be used in
multiple ways. Students can use apps, create presentations,
type documents, and research on the internet through the iPad.
It can also be used as a camera and a video recorder. Teachers
can use the iPad for the same features to enhance their lessons;
there are also multiple teacher apps that aid teachers in
classroom organization.
Objectives/Goals Met. An example iPad activity for the
social studies classroom would be a research project utilizing
QR codes and a presentation app such as Keynote or
Educreations. QR codes can be created by the teacher about a
certain historical topic such as the Westward Movement in the
United States. Using a QR scanner on the iPad, students can
scan the QR code and be taken directly to internet pages with
articles about why people moved west, pictures of the
migration, and digital books about the westward journey. The
students can then work at their own pace scanning through the
QR codes and gathering information. The iPad would then be
used to compile the student’s research information through a
presentation app. After creating a presentation, students can
then share their project through the Apple TV.
In this particular research activity, using the iPad aids
students in completing the NCSS Thematic Standard for Time,
Continuity, and Change, particularly in the standard that
requires teachers to “provide learners with opportunities to

6. investigate, interpret, and analyze multiple historical and
contemporary viewpoints” (NCSS, 2002, p. 22) and to “guide
learners in using such processes of critical historical inquiry to
reconstruct and interpret the past, such as using a variety of
sources” (NCSS, 2002, p. 21). It also addresses the NCSS
Disciplinary Standard for History where teachers are to “assist
learners in developing historical research capabilities” (NCSS,
2002, p. 38).
Risk Analysis. Using an iPad in the classroom provides a
streamlined way to research and present as students can use one
device to conduct their research, create presentations, and
present directly from. A risk involved would be the students
viewing the iPad more as a toy than a tool if the teacher has not
made the distinction between how a student uses the iPad at
home versus how it will be used at school.
Business/Productivity Software
Google Drive
General Functions and Purposes. Google Drive is a digital
cloud based storage system for documents and presentations.
Teachers can store their documents using Google Drive for easy
access between school, home, desktop, and mobile devices. It
also includes sharing features for documents so multiple people
can view, edit, and comment on a document easily and
efficiently. This sharing feature is useful for teacher
collaboration purposes, parent sign-up sheets, and student group
projects. Google Drive includes Google Forms, Docs, Slides,
and Sheets.
Objectives/Goals Met. Using Google Drive, a teacher can
create a Google Form to share with the students during class.
The Google Form could be a question or a poll/survey. The
results are then displayed on the teacher’s view of the Form.
Having students interact through Google Forms allows for quick
analysis of student understanding and can lead to class
discussions based off of student answers. It allows every
student to answer questions, as opposed to only the more vocal
students. This can also be used as an exit ticket, or even as a

7. homework assignment as students can use Google Drive to
access the Form from any device.
In the social studies classroom, using this type of activity
associated with Google Drive can be linked to the NCSS
Thematic Standard of Individual Development and Identity. In
this standard, teachers are to “assist learners in articulating
personal connections to time, place, and social/cultural
systems” (NCSS, 2002, p. 24). Students can do this through
answering questions on Google Forms, collaborating with others
in a Google Doc, or creating a presentation to share on Google
Slides. Google Drive helps in the organization and the ease of
access to these types of activities.
Risk Analysis. Google Drive has endless activity
possibilities for the classroom and aids teachers in organization.
A risk to using this in the classroom would be the openness
students have for comments either through Google Forms or
through collaboration in Google Docs or Slides. Without proper
expectations stated and teacher monitoring, student comments
could be off topic or unproductive.
Microsoft Excel
General Functions and Purposes. Microsoft Excel can be
utilized by both teachers and students. Through Excel,
numerical data can be easily inputted into charts and graphs.
Excel also allows for mathematical functions to be performed
with the inputted numbers. Teachers can use Excel to analyze
student grades, and students can use Excel for research projects.
Objectives/Goals Met. In one activity using Excel, the
NCSS Thematic Standard of People, Places, and Environments
can be met by the teacher “providing opportunities for learners
to examine, interpret, and analyze interactions of human beings
and their physical environments, and to observe and analyze
social and economic effects of environmental changes” (NCSS,
2002, p. 23). Students could research population changes
within a certain region of the world and record these numbers in
Excel to generate a graph. Next, students could research an
aspect of the physical environment of that region such as the

8. amount of natural woodland (trees) in the area over the years.
The students can record those numbers in Excel and compare
the graph with their population one to analyze the relationship
between the two.
Risk Analysis. Excel is beneficial for student activities
regarding a collection of numerical data. However, most
students are unfamiliar with Excel and, thus, class time would
be needed to explain the basic functions needed for the
assignment.
Web-Based Technologies
Google Earth
General Functions and Purposes. Google Earth is a program
that allows students to digitally navigate their way around the
globe and explore different land features, cities, and man-made
landmarks. Students can type in a location and Google Earth
will “transport” the students there allowing them to explore the
area looking at natural landforms and the distance between
places. In some locations, 3D models of man-made landmarks
have been created in the program so that students can get a
“street-level” view of a location.
Objectives/Goals Met. Students can use Google Earth to
explore the world. In one activity, the students could use
Google Earth to view two different regions of the world and
compare/contrast these areas in making observations of the
natural landforms. This activity would address the NCSS
Thematic Standard of People, Places, and Environments as it
would “enable learners to use, interpret, and distinguish various
representations of Earth” (NCSS, 2002, p. 23) and “help
learners to locate, distinguish, and describe the relationships
among varying regional and global patterns of physical
systems” (NCSS, 2002, p. 23). It would also address multiple
standards of the NCSS Disciplinary Standard of Geography.
Risk Analysis. Google Earth provides a hands-on
approach to maps and globes for students. It is user-friendly
and engaging. A risk involved would be that it could be easy
for students to get off task during an assignment using Google

9. Earth as there are many elements to explore in the program.
Have Fun with History Website:
http://www.havefunwithhistory.com/
General Functions and Purposes. The Have Fun with History
website is a collection of history videos for teachers to stream
for free. The videos cover a variety of historical events, people,
and topics spanning all of US history. Some of the videos are
in documentary form, a few are cartoon versions, and others are
from history based movies. However, the real gem is the news
footage from the 1900s. The website also includes an activities
page where teachers can find thematic activities such as a
Revolutionary war game, a “Design a Bill” activity, and even
some coloring pages for younger students.
Objectives/Goals Met. This website would be very useful
to add a visual element to any history unit. For example, when
studying the Great Depression, students can view videos of the
Dustbowl and what life was like during this time period.
Viewing these videos will give students a broader picture of
what happened, and aid students in understanding the emotions
people felt during this time.
The NCSS Thematic Standard addressed by these activities
is Time, Continuity, and Change. Utilizing Have Fun with
History, teachers can “enable learners to identify and describe
significant historical periods” (NCSS, 2002, p. 21). The NCSS
Disciplinary Standard of History can also be addressed by
students gaining visuals for events which will help them “place
historical narratives in the proper chronological framework”
(NCSS, 2002, p. 37).
Risk Analysis. Utilizing the Have Fun with History
website will help teachers engage their students by adding an
audio-visual element to their lessons. Since there are a variety
of videos available on this website, teachers will need to
preview and pick the videos specific for their grade level to
ensure students are viewing material that is relevant to the
information they are learning and age appropriate.
Multimedia Software

10. Educreations
General Functions and Purposes. Educreations is an app that
can be used on an iPad. It is an interactive whiteboard in nature
and when used in conjunction with an Apple TV enables the
teacher to walk the classroom while still writing on the board at
the front of the room. Also, Educreations allows the user to
import pictures, record audio, and save lessons. Teachers can
utilize this tool for recording a lesson before class and then
sending the lesson to students to view in a flipped classroom
format. The recording feature could also be used to record a
lesson during class time which could then be made available to
students who were absent or to students who might need the
repetition. Students can also utilize this app to record their own
understanding of a topic.
Objectives/Goals Met. Students can use Educreations to
record themselves presenting their thoughts, opinions, or
research on a topic. This video can then be saved and shared
with the teacher or the rest of the class. For example, students
could work in small groups to research how technology is
connecting the global community (NCSS Thematic Standard
Global Connections). Each group would be assigned a different
technological advancement to explore. After researching, the
students can record themselves presenting this material through
Educreations. They would import pictures and text to put with
their voice recording. The presentation would then be shared
with the other student groups in a jigsaw type of learning
activity. The teacher would use the Educreations recordings as
a means to assess student understanding of the topic.
Risk Analysis. Educreations has many benefits to both the
teacher and the students. When recording their thoughts and
findings on Educreations, students who are typically more quiet
in class may feel more confident in recording their voice as they
can stop and restart until they are satisfied with their end
product. However, this could also be a risk as some students
may feel uncomfortable recording themselves.
iMovie

11. General Functions and Purposes. The iMovie software enables
students and teachers to create videos easily. Pictures and
music are uploaded and placed in the movie maker; text can
then be added and timing adjusted. The movies created through
this software could be used for teaching purposes or as a project
for students.
Objectives/Goals Met. Following the NCSS Thematic
Standard of Individual Development and Identity, students can
use iMovie to create a short video about their family history to
show how their family’s “religion…ethnicity, nationality,
socioeconomic status, and other group and cultural influences
contribute to the development of a sense of self” (NCSS, 2002,
p. 24). If students are unaware of their family history, this
could be a good family involved project. Or, if students are
unable to ask a biological parent or relative, students could
make a movie about someone else in their life (ex. older friend,
teacher, foster parents, etc.) and how that person has been
affected by their family history.
Risk Analysis. iMovie provides an opportunity for
students to not only share information with one another, but
also to use their creativity in presenting that information. Some
students many not feel confident in their writing abilities, but
are talented in the arts and will feel excited about presenting
information through an audio-visual means. A risk involved
with using iMovie in the classroom is that it does require some
initial teaching in how use, so the teacher will need to allow
class time to teach how to use the software.
Games/Entertainment
Mission USA Website: http://www.mission-us.org/
General Functions and Purposes. The Mission USA website is
intended to promote student learning through interactive digital
simulations of American history events. It currently includes
five games or “missions” that span from the American
Revolution to the Great Depression. It also offers a quiz type
game where students race against the clock to answer questions
about American history. The website is educator friendly as it

12. includes educator guides for each mission.
Objectives/Goals Met. The Mission USA website can be used
by individual students or small groups/pairs of students. It can
accompany history lessons about the American Revolution,
slavery, Native Americans, immigration, and the Great
Depression. Students can develop questions about the historical
events while going through the simulation which can spark
classroom discussions and research to find the answers to their
questions. It could also be used as a culminating activity to a
unit about these topics in order for students to apply their
knowledge of the events to the simulations.
The NCSS Disciplinary Standard of History is addressed as it
will “assist learners in acquiring knowledge of historical
content in United States History in order to ask large and
searching questions” (NCSS, 2002, p. 38). It also aligns with
the NCSS Thematic Standard of Time, Continuity, and Change
as it “provides learners with opportunities to investigate,
interpret, and analyze multiple historical and contemporary
viewpoints…and enables learners to apply ideas, theories, and
modes of historical inquiry” (NCSS, 2002, p. 22)
Risk Analysis. Using Mission USA in the classroom
would enable the learner to use their knowledge of US history
in an interactive way. It would also provide students the
opportunity to view historical events in a new way as they
pretend they are actually there and experiencing the events.
This would not only complement their knowledge of the events,
but also add to their emotional understanding of history. A risk
involved would be students not taking the simulations seriously
by choosing wrong answers on purpose to see what would
happen.
iCivics Website: https://quest.icivics.org/games
General Functions and Purposes. The website iCivics is an
interactive website that allows students to experience the
political and government aspects of the United States. The
games on the website include “Win the White House,” where
students run a presidential campaign, and “Executive

13. Command,” where students act as the president. The games
take students step by step through the processes involved,
explaining the why behind what they are doing. There are many
other game options on the site that cover various topics from the
branches of government, to the Bill of Rights, to working in the
community. Different levels are also available for elementary,
middle, and high school students.
Objectives/Goals Met. iCivics is a fun, engaging game to
use in the classroom that enables students to learn about the
American government and how they can be involved as citizens.
It offers opportunities for students to interact with the material
they have learned/are learning and to take that knowledge to the
next level of understanding. Students could work independently
through the simulations, or they could work in small groups.
This game would be a beneficial addition to the social studies
classroom as the NCSS Disciplinary Standard of Civics and
Government is addressed fully in iCivics. Also, the NCSS
Thematic Standard of Power, Authority, and Governance is
addressed in several ways. It addresses the need for “students
to understand the purpose of government and how its powers are
acquired, used, and justified” (NCSS, 2002, p. 28), and enables
the students to “identify and describe the basic features of the
American political system” (NCSS, 2002, p. 28).
Risk Analysis. Overall, iCivics would be advantageous in
the social studies classroom as students are provided with a
“hands-on” approach to learning about civic responsibility and
the government of the United States. Students could develop a
deeper understanding of the material because of this. A risk
involved would be that the students would click their way
haphazardly through the simulations without taking the time to
think about the questions asked or reading the material the
website presents them with along the way.
References
National Council for the Social Studies. (2002). National
Standards for Social Studies Teachers (2nd ed.). Silver Spring,

14. MD: Author. Retrieved from http://www.socialstudies.org/
standards/teacherstandards