Blog Post #3

Standard SS.3.A.1.2 states that students should be able to, "Utilize technology resources to gather information from primary and secondary sources." I chose this because identifying primary and secondary sources is important in history classes and that is what I want to teach. During my first two semesters in college, I learned about multiple websites that I can use to find primary and secondary sources, like the FSU libraries page and Google Scholar. I feel that I can pass this knowledge along to my students.

On the CPALMS website, there is a lesson plan covering Thomas Jefferson, John Locke, and the Declaration of Independence. It shows students how Thomas Jefferson incorporated John Locke's ideas into his writing when creating the Declaration of Independence. As described in the resource description, the plan includes a worksheet, text resources, and analysis of an image. Also, it gives ideas for different types of assessment based on the standard.

It is important to be an efficient Internet searcher as a teacher to efficiently find the information you are looking for. Personally, I am well versed in using Google's advanced search feature to set parameters and filters on what I am searching for, especially with image searching. Also, being an efficient Internet searcher can help with avoiding inappropriate information or unwanted results.

Originally, when AI became popular, I didn't like the fact that students were figuring out that they could use it to cheat on their assignments easily. As someone who did my assignments for myself, it made me mad that kids could cheat so easily. However, as it has become more common, I have used it to help my understanding of topics, having AI generate discussion questions for me to think about while reading an article. Also, I have used it to read over my writing and fix any major mistakes.