Technology in the Classroom: Wikis

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Wikis, blogs, and other interactive messaging tools can help history teachers stimulate classroom response and discussion. Wiki Wisdom: Lessons for Educators (EdWeek, September 12, 2007) by instructional-technology coach Kristin Hokason explains the value of wikis as educational tools, emphasizes their ease of use, and lists considerations accompanying their integration into the classroom.

The article points to the benefit of wikis for classroom collaboration and for teacher monitoring of collaborative projects, but also addresses their value to educators as tools for professional discussion and materials sharing.

An Overview of American History

Description

Dr. Steven Mintz narrates a general overview of U.S. history, beginning with colonialism and the American Revolution. The presentation focuses on the themes of freedom and equality and the struggle by minorities for both.

To watch this video, scroll to "Flash Movies." From there, select "An Overview of American History."

Folsom Powerhouse State Historic Park [CA] Anonymous (not verified) Tue, 01/08/2008 - 13:26
Description

The Folsom Powerhouse is an example of the tremendous advance in the commercial application of electricity. H.P. Livermore realized that the water of the American River could turn generators for electricity in Sacramento, 22 miles downstream. With his partners, Livermore built the powerhouse, which still looks much as it did in 1895. Vintage generators are still in place at the powerhouse, as is the control switchboard, faced with Tennessee marble. Visitors touring the powerhouse can see the massive General Electric transformers, each capable of conducting from 800 to 11,000 volts of electricity, in addition to the forebays and canal system that brought the water from the dam.

The park offers tours.

Innovation and Technology in the 19th Century jbuescher Fri, 01/28/2011 - 08:21
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Genius of Electricity, statue by Evelyn Beatrice Longman
Question

How did innovation and technology change life in the 19th century?

Answer

There were two technological innovations that profoundly changed daily life in the 19th century. They were both “motive powers”: steam and electricity. According to some, the development and application of steam engines and electricity to various tasks such as transportation and the telegraph, affected human life by increasing and multiplying the mechanical power of human or animal strength or the power of simple tools.

Those who lived through these technological changes, felt them to be much more than technological innovations. To them, these technologies seemed to erase the primeval boundaries of human experience, and to usher in a kind of Millennial era, a New Age, in which humankind had definitively broken its chains and was able, as it became proverbial to say, to “annihilate time and space.” Even the most important inventions of the 19th century that were not simply applications of steam or electrical power, such as the recording technologies of the photograph and the phonograph, contributed to this because they made the past available to the present and the present to the future.
The 1850 song, “Uncle Sam’s Farm,” written by Jesse Hutchinson, Jr., of the Hutchinson Family Singers, captured this sense that a unique historical rupture had occurred as a result of scientific and social progress:

Our fathers gave us liberty, but little did they dream
The grand results that pour along this mighty age of steam;
For our mountains, lakes and rivers are all a blaze of fire,
And we send our news by lightning on the telegraphic wires.

Apart from the technological inventions themselves, daily life in the 19th century was profoundly changed by the innovation of reorganizing work as a mechanical process, with humans as part of that process. This meant, in part, dividing up the work involved in manufacturing so that each single workman performed only one stage in the manufacturing process, which was previously broken into sequential parts. Before, individual workers typically guided the entire process of manufacturing from start to finish.

This change in work was the division or specialization of labor, and this “rationalization” (as it was conceived to be) of the manufacturing process occurred in many industries before and even quite apart from the introduction of new and more powerful machines into the process. This was an essential element of the industrialization that advanced throughout the 19th century. It made possible the mass production of goods, but it also required the tight reorganization of workers into a “workforce” that could be orchestrated in various ways in order to increase manufacturing efficiency. Individuals experienced this reorganization as conflict: From the viewpoint of individual workers, it was felt as bringing good and bad changes to their daily lives.

On the one hand, it threatened the integrity of the family because people were drawn away from home to work in factories and in dense urban areas. It threatened their individual autonomy because they were no longer masters of the work of their hands, but rather more like cogs in a large machine performing a limited set of functions, and not responsible for the whole.

On the other hand, it made it possible for more and more people to enjoy goods that only the wealthy would have been able to afford in earlier times or goods that had never been available to anyone no matter how wealthy. The rationalization of the manufacturing process broadened their experiences through varied work, travel, and education that would have been impossible before.

For more information

J. D. Bernal, Science and Industry in the Nineteenth Century. Bloomington: Indiana University Press, 1970. First edition published 1953.

Thomas Parke Hughes, American Genesis: A History of the American Genius for Invention. New York: Penguin Books, 1989.

Jack Larkin, The Reshaping of Everyday Life: 1790-1840. New York: Harper Perennial, 1989. First edition published 1988.

Walter Licht, Industrializing America: The Nineteenth Century. Baltimore: Johns Hopkins University Press, 1995.

Carroll Pursell, The Machine in America: A Social History of Technology. Baltimore: Johns Hopkins University Press, 1995.

Teaching Digital History

Description

"Across the country, an increasing number of teachers have discovered an exciting and innovative way to promote a love of history. Easy-to-use software (such as Microsoft’s PhotoStory and Movie Maker, and Apple’s iMovie) and extensive copyright-free online images (like those found on the Library of Congress’s American Memory site) make it possible for students to create high quality, Ken Burns-like videos combining narration, text, graphics, and historical images and music. Professor Mintz, a pioneer in the application of new technologies to history teaching and research, will lead teachers through the process of creating digital documentaries with their students."

Registration Deadline
Sponsoring Organization
Gilder Lehrman Institute of American History
Phone number
1 646-366-9666
Target Audience
Secondary
Start Date
Cost
None ($400 stipend)
Course Credit
"Participants who complete the seminar in a satisfactory manner will receive a certificate. Teachers may use this certificate to receive in-service credit, subject to the policy of their district. No university credit is offered for the course."
Duration
Six days
End Date

The Florida Dream: A Social History of the Sunshine State

Description

"This workshop offers educators an opportunity for a lively exploration of the fascinating historic and cultural trajectory of Florida in the 20th Century. Among the topics the workshop will explore are: the land boom, tourism, agriculture and environment, technology, immigration, and the internationalization of Florida."

Contact name
Schoenacher, Ann Simas
Contact email
Registration Deadline
Sponsoring Organization
Florida Center for Teachers
Phone number
1 727-873-2009
Target Audience
Kindergarten through Twelfth Grade
Start Date
Contact Title
Project Director
Duration
Seven days
End Date

Selling the Computer Revolution: Marketing Brochures in the Collection

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Presenting more than 250 computer marketing brochures from 1948 to 1988, this collection represents materials from more than 90 companies.

Visitors can explore the entire collection or browse by company. Categories include: calculators, mainframes, minicomputers, personal computers, supercomputers; applications for which the computer was intended; and decade.

Of particular interest are six early marketing brochures from Apple Computer, a brochure for the Commodore 64 computer, and two mid-1950s IBM brochures for "electronic data processing machines." Each group of brochures is accompanied by a brief introduction with historical information about the company, category, type of application, or decade. The full contents of each brochure are available for viewing or download in .pdf format and each brochure is accompanied by descriptive data.