Podcasting is a way to post and distribute electronic media files online. Podcasts are of interest because they provide an easy way to get engaging multimedia content out to a dispersed group of people, who can listen to it whenever and wherever they like on a variety of readily-available platforms. Podcasting is becoming increasingly important in the field of education because it is a new way for teachers and students to relay information back and forth. Teachers especially can benefit as podcasting is a great way to keep the learning interesting and also make it accessible to parents.
The Classroom 2.0 discussions on podcasting were all very interesting and informative in regards to how one might implement podcasting in the classroom. One of the discussion boards titled, “Your Web Review Series #3: Podcasting Software and Services” was particularly informative as it addressed the best hardware to use, what to record/edit audio with, what service to use and so on. In this particular discussion all types of programs were listed including: Audacity, GarageBand, Sony Acid 3.0 and Camtasia to record and edit audio. Itunes, Virb, and Feedburner were also recommended to manage or host the podcast feeds. The nice thing about this discussion and the others I read was the fact that while they explained how to podcast and what a teacher would need, they also gave links and ideas for interesting projects one could use in their classroom. Another discussion titled “Teacher’s use of podcasts as a teaching tool!” was great in that one poster laid out a step by step guide on the basics of using Audacity to podcast. Another teacher spoke of how to use Camtasia studio and shared a link to a series on creating podcasts. In closing the discussions under the tools section in Classroom 2.0 are great for teachers in that they provide an excellent resource for using different technologies in the classroom
Friday, March 28, 2008
Saturday, March 8, 2008
Journal #5
Making Field Trips Podtastic!
By Aliece M. Weller, John C. Bickar, and Paul McGuinness
The article starts off explaining how Jay is taking part in a wireless, handheld field trip at the Boston Museum of Science. This fieldtrip incorporates a mix of podcasts, student multimedia creation, Web research, and interviewing based on one specific theme. The interactive field trips were created to have students time spent and engagement levels at exhibits increase. The article then talks about podcasting, and that in the museum setting it can be used to encourage collaboration and human interaction. By using a handheld PC device the students can walk around and experience the podcast. According to the article this idea has the ability to reduce active instruction during a field trip, while at the same time increasing student engagement. In this article the authors designed this program as part of their research and posted a video about the project online. They way the project works is that students can then experience museum exhibits in a guided way, but also explore it further on their own. They also talked about how in order to access the next piece of the podcast the students could take a short quiz that when answered correctly would unlock the next podcast.
Questions:
1. What is the benefit to making a fieldtrip podtastic?
In reading the article I saw two things that I really liked about this kind of set up. First, the students can individually learn as they go, and they can’t continue until they show they have learned the current material (a short quiz after each exhibit). Second, it means that students will get a more involved and personal look at the exhibits and material they are being presented, instead of just browsing each station.
2. What makes this type of field trip hard to successfully pull off?The article states clearly that in order to do something of this magnitude it would require a large amount of time from the teacher in advance of the event. The other thing that confused me was that I would not have the proper knowledge to know how to set up something of this quality. I think it is a great opportunity, but in order to work it would have to be something that could be learned in a seminar or online tutorial. The other thing is materials, I don’t know if access to what you would need would be plausible.
By Aliece M. Weller, John C. Bickar, and Paul McGuinness
The article starts off explaining how Jay is taking part in a wireless, handheld field trip at the Boston Museum of Science. This fieldtrip incorporates a mix of podcasts, student multimedia creation, Web research, and interviewing based on one specific theme. The interactive field trips were created to have students time spent and engagement levels at exhibits increase. The article then talks about podcasting, and that in the museum setting it can be used to encourage collaboration and human interaction. By using a handheld PC device the students can walk around and experience the podcast. According to the article this idea has the ability to reduce active instruction during a field trip, while at the same time increasing student engagement. In this article the authors designed this program as part of their research and posted a video about the project online. They way the project works is that students can then experience museum exhibits in a guided way, but also explore it further on their own. They also talked about how in order to access the next piece of the podcast the students could take a short quiz that when answered correctly would unlock the next podcast.
Questions:
1. What is the benefit to making a fieldtrip podtastic?
In reading the article I saw two things that I really liked about this kind of set up. First, the students can individually learn as they go, and they can’t continue until they show they have learned the current material (a short quiz after each exhibit). Second, it means that students will get a more involved and personal look at the exhibits and material they are being presented, instead of just browsing each station.
2. What makes this type of field trip hard to successfully pull off?The article states clearly that in order to do something of this magnitude it would require a large amount of time from the teacher in advance of the event. The other thing that confused me was that I would not have the proper knowledge to know how to set up something of this quality. I think it is a great opportunity, but in order to work it would have to be something that could be learned in a seminar or online tutorial. The other thing is materials, I don’t know if access to what you would need would be plausible.
Journal #4
Storytelling in the Web 2.0 Era
By Glen Bull
The article begins by talking about how Web 2.0 (which is technological advances and user participation facilitated by these advances) is giving people the opportunity to connect socially and participate together in new ways. The article then discusses how the Web can now be used as a platform, how it also is producing user generated content (examples being MySpace, YouTube, etc…), allowing sharing and remixing, and contributing economic and educational value. Next, the article cites YouTube as an example of all four of the previously discussed trends. The article then talks about Alan Devine, who because of the diverse Web 2.0 tools available, produced the same story using 50 different Web 2.0 storytelling tools. Levine also lists many tools he feels can greatly help educators. For example he feels Slideshow Tools, Timeline Tools, Mapping Tools, Comic Tools, Scrapbook Tools, Media Tools, and Mixer Tools can all be of great value for teachers. Lastly, the article discusses how due to budget constraints it is hard for schools to get teachers and students certain software. The Web 2.0 tools however are almost always free, and since they can be accessed on the web with some imagination and determination they can be integrated into any classroom.
Questions:
1. What are some Web 2.0 tools I could use in my class?
If I were teaching social studies I could use a mapping tool to help in the course content. The fact that I would have the ability to set things up chronologically would be a great tool to take advantage of in my class. In fact the article talks about Xtimeline, which is a mapping tool that could this exact function for my curriculum.
2. What is the most exciting thing about Web 2.0 tools?
In my opinion the most exciting thing is that Web 2.0 tools are essentially free, and therefore if one takes the time and effort to try and integrate them as educational programs they can be extremely helpful. The fact that as a teacher I know that Web 2.0 allows me to access tools I can use to create better and more diverse learning opportunities for my students. The main benefit is that it requires only the time and effort to figure out ways to use it in your classroom.
By Glen Bull
The article begins by talking about how Web 2.0 (which is technological advances and user participation facilitated by these advances) is giving people the opportunity to connect socially and participate together in new ways. The article then discusses how the Web can now be used as a platform, how it also is producing user generated content (examples being MySpace, YouTube, etc…), allowing sharing and remixing, and contributing economic and educational value. Next, the article cites YouTube as an example of all four of the previously discussed trends. The article then talks about Alan Devine, who because of the diverse Web 2.0 tools available, produced the same story using 50 different Web 2.0 storytelling tools. Levine also lists many tools he feels can greatly help educators. For example he feels Slideshow Tools, Timeline Tools, Mapping Tools, Comic Tools, Scrapbook Tools, Media Tools, and Mixer Tools can all be of great value for teachers. Lastly, the article discusses how due to budget constraints it is hard for schools to get teachers and students certain software. The Web 2.0 tools however are almost always free, and since they can be accessed on the web with some imagination and determination they can be integrated into any classroom.
Questions:
1. What are some Web 2.0 tools I could use in my class?
If I were teaching social studies I could use a mapping tool to help in the course content. The fact that I would have the ability to set things up chronologically would be a great tool to take advantage of in my class. In fact the article talks about Xtimeline, which is a mapping tool that could this exact function for my curriculum.
2. What is the most exciting thing about Web 2.0 tools?
In my opinion the most exciting thing is that Web 2.0 tools are essentially free, and therefore if one takes the time and effort to try and integrate them as educational programs they can be extremely helpful. The fact that as a teacher I know that Web 2.0 allows me to access tools I can use to create better and more diverse learning opportunities for my students. The main benefit is that it requires only the time and effort to figure out ways to use it in your classroom.
Journal # 3
Five Don’ts of Classroom Blogging.
By Julie Sturgeon
In the article Julie talks about the five things teachers should not do when it comes to blogging in the classroom. The first thing to avoid is just diving in, according to the author you have to set up guidelines with the students and inform their parents as to what is going on in the classroom. The next blogging don’t is not to confuse it with social networking, the idea being that a true educational blog is more about students helping each other with schoolwork and getting together academically. The third blogging don’t is to not leap at the blogging freebies like Blogger.com or Typepad.com. The problem is these free sites don’t give the teacher enough control over the students, and they are full of advertisements and access to all sorts of harmful blogging for the students. The next don’t in regards to blogging is not to force a sequential style. The better choice is to structure entries by topic rather than putting them by chronological order, this way you can have a maximum impact. The fifth and final blogging don’t is not to leave the blogging to the students. This is important because teachers can get to know their students in other ways and be a part of the community.
Questions:
1. What is the most important thing to remember when it comes to setting up an educational blog in the classroom?
In my opinion the most important thing about setting up an educational blog for my students would be that I take the time to actively and frequently participate in it. I understand that there are other things I need to be aware of, however for me the key is that I can connect and interact with my students through the blog. If I am constantly interacting and participating in the community then to me the blog will be a much more effective tool to help me teach the class.
2. What is the one thing I would be most concerned with when using a classroom blog to teach students?
The area I would be most concerned about when using a blog for the class is that the students would use it in inappropriate ways and that it would be used primarily for socializing instead of education. However, I think I could deter this problem by hopefully having a good system of guidelines to lay down exactly what to use the blog for and what not to do.
By Julie Sturgeon
In the article Julie talks about the five things teachers should not do when it comes to blogging in the classroom. The first thing to avoid is just diving in, according to the author you have to set up guidelines with the students and inform their parents as to what is going on in the classroom. The next blogging don’t is not to confuse it with social networking, the idea being that a true educational blog is more about students helping each other with schoolwork and getting together academically. The third blogging don’t is to not leap at the blogging freebies like Blogger.com or Typepad.com. The problem is these free sites don’t give the teacher enough control over the students, and they are full of advertisements and access to all sorts of harmful blogging for the students. The next don’t in regards to blogging is not to force a sequential style. The better choice is to structure entries by topic rather than putting them by chronological order, this way you can have a maximum impact. The fifth and final blogging don’t is not to leave the blogging to the students. This is important because teachers can get to know their students in other ways and be a part of the community.
Questions:
1. What is the most important thing to remember when it comes to setting up an educational blog in the classroom?
In my opinion the most important thing about setting up an educational blog for my students would be that I take the time to actively and frequently participate in it. I understand that there are other things I need to be aware of, however for me the key is that I can connect and interact with my students through the blog. If I am constantly interacting and participating in the community then to me the blog will be a much more effective tool to help me teach the class.
2. What is the one thing I would be most concerned with when using a classroom blog to teach students?
The area I would be most concerned about when using a blog for the class is that the students would use it in inappropriate ways and that it would be used primarily for socializing instead of education. However, I think I could deter this problem by hopefully having a good system of guidelines to lay down exactly what to use the blog for and what not to do.
Journal #2
Speaking Math: Using Chat in the Multicultural Math Classroom
By Janet Graham and Ted Hodgson
The article focuses on the fact that at Osbourne High School in Washington, D.C. two math classes have been using online chats and forums along with the traditional classroom setup. The online discussions are focusing on math vocabulary and concepts, because Moodle software does not allow math symbols. The article goes on to state that non-native speakers and those that have trouble in math particularly benefit from this type of online communication. The chats are often held during school hours in the computer lab, as they found that students could all gain access this way and the instructor could place them in groups. According to the article small groups worked out the best, as groups of more than five students often were more easily confused and students could not participate as much. The students participated in chat rooms, where they were having real time discussions in short periods. They also took part in forums, where discussion takes place at different times over the course of an assignment. Overall, the article took away that chat rooms and discussion forums provided another tool to reach students by providing a new way to participate and discuss content in courses.
Questions:
1. How can I use chat rooms or discussion forums in my classroom?
I would like to use them while at school, so that all the students can have access to this medium. I would want to organize small groups, and have them each focus on different aspects of whatever the assignment is. My hope is that if I can utilize this tool, I can have them participate in online chat rooms or forums weekly or twice a month. Then hopefully kids who aren’t as comfortable verbally communicating in class will also be able to be heard and feel they have a way to participate that is more comfortable.
2. Is it really necessary to use online chat or discussion forums in the classroom?I believe these are very important and essential parts in teaching the students of today. The reason I feel this way is that it will familiarize them with technology, and also help them to understand that technology is educational. It is also important in that I think it does allow students who are non-native speakers or who struggle to communicate in class another avenue to get comfortable participating. Students that don’t necessarily feel comfortable speaking and participating in traditional classroom settings nay be more inclined to come out of their shells in this type of environment.
By Janet Graham and Ted Hodgson
The article focuses on the fact that at Osbourne High School in Washington, D.C. two math classes have been using online chats and forums along with the traditional classroom setup. The online discussions are focusing on math vocabulary and concepts, because Moodle software does not allow math symbols. The article goes on to state that non-native speakers and those that have trouble in math particularly benefit from this type of online communication. The chats are often held during school hours in the computer lab, as they found that students could all gain access this way and the instructor could place them in groups. According to the article small groups worked out the best, as groups of more than five students often were more easily confused and students could not participate as much. The students participated in chat rooms, where they were having real time discussions in short periods. They also took part in forums, where discussion takes place at different times over the course of an assignment. Overall, the article took away that chat rooms and discussion forums provided another tool to reach students by providing a new way to participate and discuss content in courses.
Questions:
1. How can I use chat rooms or discussion forums in my classroom?
I would like to use them while at school, so that all the students can have access to this medium. I would want to organize small groups, and have them each focus on different aspects of whatever the assignment is. My hope is that if I can utilize this tool, I can have them participate in online chat rooms or forums weekly or twice a month. Then hopefully kids who aren’t as comfortable verbally communicating in class will also be able to be heard and feel they have a way to participate that is more comfortable.
2. Is it really necessary to use online chat or discussion forums in the classroom?I believe these are very important and essential parts in teaching the students of today. The reason I feel this way is that it will familiarize them with technology, and also help them to understand that technology is educational. It is also important in that I think it does allow students who are non-native speakers or who struggle to communicate in class another avenue to get comfortable participating. Students that don’t necessarily feel comfortable speaking and participating in traditional classroom settings nay be more inclined to come out of their shells in this type of environment.
Journal #1
Social Networking for the K-12 Set
By Jim Klein
In this article Jim Klein discusses how technology aids can assist students and teachers in the classroom. The article talks about how the school district of Saugus wanted teachers and students to have access to an arena where they had the resources to make and share content easily. Thus, they had a team (made up of two IT staff members and a curriculum specialist) build the SUSD Student and Teacher Community Network. The network currently has over 350 teachers as members, with 450 student members as well. The article relays that the network allows students to interact and observe work from other students all over their district. It is also allowing teachers and students to use it for a variety of activities including Internet lessons, newsletters, file sharing, video podcasting, preparing and sharing lesson plans, student projects, announcements, collaborative research and a host of other things. The thing that is good is that the network gives it members a place to get together where they won’t run into any sort of trouble. A community is forming and the network is definitely changing for the better the amount of quality communication taking place.
Questions:
1. What may be a potential pitfall to a network like this?
I think the number one thing to keep at the forefront is that teachers and students need to be shown very thoroughly how to use network like this. The district and creators this type of network community need to verse the teachers in all the ins and outs of it. In turn, the teachers need to explain in more than on way to their students what the network is and how and when the students can use it. If this is not done, then both parties will be confused and the network will not flourish in the way it could.
2. How could using a network like this be beneficial?
I think a network like this would be great in that it could bring together ideas from students and teachers that may never have interacted otherwise. It would allow me as a teacher to get ideas from other teachers on everything I might have questions about. The nice thing is that students can also meet each other and see what someone at a different school is doing in a subject they like or whatever.
By Jim Klein
In this article Jim Klein discusses how technology aids can assist students and teachers in the classroom. The article talks about how the school district of Saugus wanted teachers and students to have access to an arena where they had the resources to make and share content easily. Thus, they had a team (made up of two IT staff members and a curriculum specialist) build the SUSD Student and Teacher Community Network. The network currently has over 350 teachers as members, with 450 student members as well. The article relays that the network allows students to interact and observe work from other students all over their district. It is also allowing teachers and students to use it for a variety of activities including Internet lessons, newsletters, file sharing, video podcasting, preparing and sharing lesson plans, student projects, announcements, collaborative research and a host of other things. The thing that is good is that the network gives it members a place to get together where they won’t run into any sort of trouble. A community is forming and the network is definitely changing for the better the amount of quality communication taking place.
Questions:
1. What may be a potential pitfall to a network like this?
I think the number one thing to keep at the forefront is that teachers and students need to be shown very thoroughly how to use network like this. The district and creators this type of network community need to verse the teachers in all the ins and outs of it. In turn, the teachers need to explain in more than on way to their students what the network is and how and when the students can use it. If this is not done, then both parties will be confused and the network will not flourish in the way it could.
2. How could using a network like this be beneficial?
I think a network like this would be great in that it could bring together ideas from students and teachers that may never have interacted otherwise. It would allow me as a teacher to get ideas from other teachers on everything I might have questions about. The nice thing is that students can also meet each other and see what someone at a different school is doing in a subject they like or whatever.
Subscribe to:
Comments (Atom)
