In this assignment, I decided to follow podcasting. Previously, I had no clue what a podcast was and what it dealt with. According to wiki.com, podcasts are a series of audio or video digital media files which are released episodically, almost like a radio talk show being released on the web. Podcasts are fairly easy to create/record and most are audio recordings and tend to be reflections on certain ideas that the public normally respond to.
Podcasts are very helpful in the collection of responses on certain ideas and concepts. In the discussions I followed, many teachers mentioned the incorporation of podcasting in the classroom. A few teachers were using individualized podcasting learning plans for students having them post at least one podcast on their personal websites. I also found how convenient podcasts are and how they help in reflection and writing skills.
In another discussion I found, teachers explained how podcasts can be done through cell phones. Since this is the digital age for young students now, many of them possess phones with video and audio recordings. With the right software, they can upload recordings on their phones directly to the web for others to download. Podcasts can also go hand in hand with vodcasts, which is just another form digital media file in which the audio comes along with video. Students with video recording devices on their hand held computers can release similar vodcasts to the web for others to upload.
Podcasts are a great way for students to familiarize themselves with digital tools to expand the integration of technology into the classroom. Podcasts are also fairly accessible to young students and create a great community for students to discuss and feed off of each others responses and thoughts.
Thursday, October 29, 2009
Tuesday, October 13, 2009
ISTE NETS-S PowerPoint Rubric (NETS III)
Working with groups of three, we designed a rubric specifically for the NETS-S PowerPoint Assignment
Monday, October 12, 2009
Journal 4: "Learning Connections"
Mader, J., & Smith, B. (2009). Learning connections. Tracking Collaboration, 37(2), Retrieved from http://www.iste.org/AM/Template.cfm?Section=September_October_No_2_3&Template=/MembersOnly.cfm&NavMenuID=4381&ContentID=24182&DirectListComboInd=D
This article basically discussed the different tech methods used in a classroom for students to incorporate effective communication skills for different assignments and projects. Smith and Mader introduced the different types of online sources their students used such as Google docs, discussion boards, chats, email, wiki pages, etc. The students were able to chose their own communication strategy to help them complete their task. Smith and Mader found that the most effective communication tool was the wiki pages which kept track of not just the assigment compleetion but the numerous times a document was saved. This was very helpful to the students and teachers enabling them to point out who was on task and who wasn't. The wiki also came along with a discussion app for groups to go over their plans on assignment completion. one thing I found interesting was the use of cellphones and texting within groups. They found that texting was a better communication strategy rather than email due to the speed and effectivness of receiving info. The only catch, not being able to communicate all intricates of the assignments.
What ways can cellphones surpass the texting limit of information?
Nowadays, students have the option of data plans on their cellphone which include email and internet. They can use their email option to receive emails from their groupmates on a regular rather than having to wait to arrive home before reading them.
What specific reasons cause hindrance to the communication between student assignment groups?
As already stated, the most common reason why students cannot communicate is due to different schedule conflictions. Many students don't drive or possess personal transportation. Other reasons include not being interested in the assignment, lack of technological communication (i.e. no computer or cellphone), or lack of tech knowledge.
This article basically discussed the different tech methods used in a classroom for students to incorporate effective communication skills for different assignments and projects. Smith and Mader introduced the different types of online sources their students used such as Google docs, discussion boards, chats, email, wiki pages, etc. The students were able to chose their own communication strategy to help them complete their task. Smith and Mader found that the most effective communication tool was the wiki pages which kept track of not just the assigment compleetion but the numerous times a document was saved. This was very helpful to the students and teachers enabling them to point out who was on task and who wasn't. The wiki also came along with a discussion app for groups to go over their plans on assignment completion. one thing I found interesting was the use of cellphones and texting within groups. They found that texting was a better communication strategy rather than email due to the speed and effectivness of receiving info. The only catch, not being able to communicate all intricates of the assignments.
What ways can cellphones surpass the texting limit of information?
Nowadays, students have the option of data plans on their cellphone which include email and internet. They can use their email option to receive emails from their groupmates on a regular rather than having to wait to arrive home before reading them.
What specific reasons cause hindrance to the communication between student assignment groups?
As already stated, the most common reason why students cannot communicate is due to different schedule conflictions. Many students don't drive or possess personal transportation. Other reasons include not being interested in the assignment, lack of technological communication (i.e. no computer or cellphone), or lack of tech knowledge.
Monday, October 5, 2009
Journal 3: "Walk, Fly, or Teleport to Learning"
Yoder, M.B. (2009). Walk, Fly, or Teleport to Learning. Virtual Worlds in the Classroom, 37(2), Retrieved from http://www.iste.org/AM/Template.cfm?Section=September_October_No_2_3&Template=/MembersOnly.cfm&NavMenuID=4381&ContentID=24200&DirectListComboInd=D
In this article, Yoder talks about the implementation of "virtual worlds" into classrooms of all ages and backgrounds. She mainly suggested how it was a great tool for teaching and familiarizing students with world issues and how to better society. By engaging in virtual worlds, islands, cities, etc, the student gets to create a virtual representation of themselves and learn about economics, financial related issues, and establish knowledge through virtual interviews and explorations. Yoder claimed that through virtual worlds, or second life, students will be able to experience "first hand" how to encounter and solve certain issues brought about by today's society. Teachers and students alike will be able to learn and explore in protected virtual societies and learn about each other and other cultures and their situations. For elementary school students, there is a virtual world created in which they can learn about environmental factors shaping society today and how to make these things better. Interesting enough, it was reported that students actually love this concept and are found to be engaged until late hours in these virtual worlds.
What is one major concern that parents may have about this so called "second-life"?
I think one major concern would be addressing the mastery of basic skills. Yes students will have fun in the classroom learning about worldly issues and society to become powerful and efficient people, but in order to reach this step, basic skills must be taught and given more weight to rather than the possibilities these virtual worlds can offer. Yes the student will be able to foster new and useful knowledge at an early age, but we have to remember, they are still CHILDREN.
In what ways can virtual worlds be useful to "special" groups of students?
Just as Yoder mentioned, the virtual world's are also used for youth who have been in detention centers. The virtual world's were a tool used to have them focus on their interests and find ways to use it better society.
In this article, Yoder talks about the implementation of "virtual worlds" into classrooms of all ages and backgrounds. She mainly suggested how it was a great tool for teaching and familiarizing students with world issues and how to better society. By engaging in virtual worlds, islands, cities, etc, the student gets to create a virtual representation of themselves and learn about economics, financial related issues, and establish knowledge through virtual interviews and explorations. Yoder claimed that through virtual worlds, or second life, students will be able to experience "first hand" how to encounter and solve certain issues brought about by today's society. Teachers and students alike will be able to learn and explore in protected virtual societies and learn about each other and other cultures and their situations. For elementary school students, there is a virtual world created in which they can learn about environmental factors shaping society today and how to make these things better. Interesting enough, it was reported that students actually love this concept and are found to be engaged until late hours in these virtual worlds.
What is one major concern that parents may have about this so called "second-life"?
I think one major concern would be addressing the mastery of basic skills. Yes students will have fun in the classroom learning about worldly issues and society to become powerful and efficient people, but in order to reach this step, basic skills must be taught and given more weight to rather than the possibilities these virtual worlds can offer. Yes the student will be able to foster new and useful knowledge at an early age, but we have to remember, they are still CHILDREN.
In what ways can virtual worlds be useful to "special" groups of students?
Just as Yoder mentioned, the virtual world's are also used for youth who have been in detention centers. The virtual world's were a tool used to have them focus on their interests and find ways to use it better society.
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