Making History using iPads

Inspired by practical physics lessons from colleague Ricardo Magalhaes which have been shared on our Mosyle Connection, history teacher Elvis John O. Ribeiro reports his own technology use! Both Magalhaes and Ribeiro are teachers at the Escola Crescimento in São Luis. A teacher for the past 16 years, Ribeiro explains he has always had to work with technology when teaching. According to him, the only difference is new technologies, such as tablets and applications, open new possibilities for teaching.

“The constant use of technology has become our reality. It’s not difficult, just another level of knowledge and manipulation of technologies. So, it is necessary to train teachers. The activities were made possible due to the partnership between the Educational Technology team and the training of the school’s pedagogical support staff, Leoni Pereira,” he says.

History with technology: interpreted, debated and researched

Ribeiro shared an approach using initial questioning to construct content knowledge on the Formation of Modern States and Theorists of Absolutism through a didactic review sequence of the Feudal Crisis. The lesson was crafted for students in the 9th grade.

professor-elvis2To review, the teacher drew up conceptual maps on the interactive whiteboard. He then created a discussion forum within Mosyle, encouraging students to participate utilizing a variety of multimedia such as text, pictures, maps and links. Five groups of students were guided and challenged to reflect on the questions asked in the forum by the teacher. “As students answered the questions and contributed to the forum, he was not acting as a traditional teacher, rather as a mediator and facilitator, working with my comments.”

As explained by Ribeiro, the activity engaged several important skills for students today. He emphasizes data collection, research, and interpretation of maps/charts. “Many people confuse data collection for research. Research entails more: it is the filtering of the data collected and the construction of knowledge based on this data.”

The teacher created a summary of the collaboration completed in class, which was then registered to all the iPads. As a final activity proposal, students prepared an argumentative dissertation using the Pages application and submitted to the teacher through Mosyle.

Connecting students and teachers

Ribeiro points out that Mosyle has enabled immediate access to study materials, which has optimized the time in and out of the classroom. In addition, he says that communication is easier. “Teachers are able to have a closer relationship with students through the workspace for collaboration, providing more credibility to this work together. I can also say that my history lessons have become more dynamic and students are more dedicated.”