Here's my "group" assignment piece. I basically played a lot of internet games and then wrote about how they could be used in humanities. Overall, not a bad assignment to do :)
The use of ICT for many humanities teachers is not new or revolutionary, despite what some classroom observations may reveal. Video and audio clips of historical events or geographical sites, as well as photographs and movies have been used for years now, however this exposition will explore the implications of some of the more recent developments in ICT for the teaching of the humanities, especially the online, interactive learning games, and other interactive resources.
One resource I found for use in a year 7 History class is the Birmingham Museums and Art Gallery’s kids’ page. Several possible history topics for year 7 are included on this website, including Ancient Greece, Rome and Egypt. For this exposition I will focus on Ancient Egypt, a topic I observed being taught to year 7s over 10 periods. There isn’t a lot of detail in the activities provided, but as a one or two period computer activity lesson, supported by prior study or teacher guidance, it’s perfect. The interactive timeline, “About Ancient Egypt” could be used at any time in the unit to support taught material, or to engage students. It uses simple language, bright pictures and covers a broad range of aspects of Egyptian life, culture and architecture, all essential knowledge for a year 7 history student. Another activity I thought quite useful is the “Explore Real Mummies” section, where students can click on several types of mummies and their features for more information and photographs. This is incredibly useful as the burial process can be the most complex and difficult part of the unit for students to understand. After an initial lesson or two on what the process was, this activity would be an excellent way for students to explore it in a more independent and interactive way. VELS level 4 in history notes that students “use a range of primary and secondary sources to investigate the past. With support, they frame research questions and plan their own inquiries.” This online resource has a number of other activities and interactive sections that encourage student engagement and exploration of a topic, as well as supplement what is already being taught.
Another resource that would support humanities teaching is Stop Disasters! by the International Strategy for Disaster Reduction, an organisation made up of various international groups to reduce the impact of natural disasters on people and the environment. This disaster simulation game could be used to supplement the teaching of geography in the younger years. For example, for VELS level 5 in geography, students must “extend their knowledge and understanding of physical phenomena, including natural hazards, and of the physical processes that produce them. They identify patterns of distribution and occurrence of major physical features and their interrelationship with human activities…(and) investigate environmental issues such as forest use and global warming. They begin to design policies, and evaluate existing policies, for managing the impact of these issues and ensuring the sustainability of resources.” In a study of bushfires, for example, the Stop Disasters game can be used to reinforce teaching and explore the options and possibilities for prevention and management of such disasters. There is a wide variety of information on offer to the students, as well as the opportunity to test their own theories and ideas about natural disasters. Also, the game is engaging, using a timer and narrating character to make the situation feel more pressing and real.
The final online resource I will explore is Dust Echoes, a series of twelve animated short stories, as well as teaching resources and an interactive glossary, about the Aboriginal dreamtime. These stories were collected from the Wugularr people of Arnhem Land in Central Australia. These are an invaluable resource for teaching students about Ancient Australian history. The site itself is also quite interactive and engaging, but the stories are an excellent resource for a year 7 class. VELS states that “At Level 5, students analyse and describe key events in ancient and medieval societies. They use a variety of sources to describe key aspects of these societies. They describe aspects of daily life in these societies such as work, the division of labour, family, clothing, housing and education.” ACARA’s National Curriculum documents for History (p9), also state that “Students should have an appreciation of the major civilisations of Europe, Asia, Africa, America and Australia. They should understand Australian history within a comparative framework that embraces the Indigenous and settler component…” In presenting these stories to students in a unit about Aboriginal history, a teacher can really aid students in understanding and engaging with a culture that, in many cases, is almost completely foreign to them. They could also be used in a unit other than Aboriginal history, to compare it to the ancient society they are studying at the time. Indigenous study will be a big part of the National Curriculum for history, and it is important to provide students with engaging and interactive lessons and resources to explore in relation to this topic.
In order to engage students, it is crucial to tap into the popularity and usefulness of computer games, television, and the internet. The above interactive internet resources are just three of millions available to teachers, making it possible to get students engaged in their subject in new and exciting ways.
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