I found an excellent site on podcasting for education. The site is designed for teachers who are not familiar with podcasting yet want to implement the technology in their classroom. The site takes care of the technical aspect of posting the show. In addition, it also provides background information on podcasting, examples of projects, connects classrooms across North America (more so US right now), contains a comprehensive lesson in podcasting for your students that includes scripts, and has many more details.If you get a chance, listen to the Outstanding Omaha podcast. The end result was very professional and impressive.
This site is definitely useful for our current assignment, and future use. I’m assuming there is a price tag associated with it if you want to be a part of their community.
Here is the link:
http://www.learninginhand.com/OurCity/resources.html
Monday, February 4, 2008
Initial Thoughts of Podcasts and Education
Before I truly understood how podcasts were utilized in schools, I was had an uneasy feeling about their integration. I was concerned that this new technology would substitute the fundamental skills of research, critical thinking, and effective communication. All of these mentioned skills can be applied to anything students will encounter in the future... whether it is podcasting next year or 3D Virtual Reality Simulators in 10 years. Whereas, if the learning focuses on implementing this new technology, what happens in 10 years when computers and multimedia programs are completely different? The students’ multimedia skills are then meaningless.
The primary focus, the very core fundamental skill should be completely transferable... research, critical thinking, and effective communication. They should be able to do this whatever media is being used to present the information (whether a speech, essay, Web site, drama skit, or podcast).
After reading the our posted article on podcasting, I was relieved to learn that the podcasting was something over and above the original assignment. In essence it was a tool to show off what the students had learned through traditional methods.
In most of the cases cited in that article, these things were done outside of class time either after school or at lunch. In this case, it's no different from a school newspaper or any other club. This is great! It gets kids involved in the school and applies the skills they learned in class.
There's no problem with using technology as a tool to teach the core fundamental skills, but in all cases the focus must be on those core fundamental skills.
The primary focus, the very core fundamental skill should be completely transferable... research, critical thinking, and effective communication. They should be able to do this whatever media is being used to present the information (whether a speech, essay, Web site, drama skit, or podcast).
After reading the our posted article on podcasting, I was relieved to learn that the podcasting was something over and above the original assignment. In essence it was a tool to show off what the students had learned through traditional methods.
In most of the cases cited in that article, these things were done outside of class time either after school or at lunch. In this case, it's no different from a school newspaper or any other club. This is great! It gets kids involved in the school and applies the skills they learned in class.
There's no problem with using technology as a tool to teach the core fundamental skills, but in all cases the focus must be on those core fundamental skills.
Sunday, February 3, 2008
SMART Boards
Hello everyone,
I understand that this isn’t the current topic of discussion, however it does deal with technology in the classroom, and I am curious as to your answers may be.
This week, I had to teach a math lesson using a SMART Board. For those that may not know, a SMART Board is basically an interactive white board. It has a touch-sensitive display that connects to your computer and digital projector to show your computer image. You can then control computer applications directly from the display, write notes in digital ink and save your work.
The amount of things you can achieve with this board is very impressive, and the students love it.
The principal of the school I was at, was telling me her school only has one of these boards. She’s heard of others having one per classroom.
I was wondering if any of you have used a Smart Board before, if you have one in your school, and how many are in your school.
Before this past week, I have never seen one in a school before.
Here are some links incase you want more info:
http://education.smarttech.com/ste/en-us/
I understand that this isn’t the current topic of discussion, however it does deal with technology in the classroom, and I am curious as to your answers may be.
This week, I had to teach a math lesson using a SMART Board. For those that may not know, a SMART Board is basically an interactive white board. It has a touch-sensitive display that connects to your computer and digital projector to show your computer image. You can then control computer applications directly from the display, write notes in digital ink and save your work.
The amount of things you can achieve with this board is very impressive, and the students love it.
The principal of the school I was at, was telling me her school only has one of these boards. She’s heard of others having one per classroom.
I was wondering if any of you have used a Smart Board before, if you have one in your school, and how many are in your school.
Before this past week, I have never seen one in a school before.
Here are some links incase you want more info:
http://education.smarttech.com/ste/en-us/
Friday, February 1, 2008
Digital vs. Analog Audio
Having some background in the digital field, I am familiar with the many differences that exist between digital and analog audio. For me, digital audio is most preferred because of its tremendous amount of benefits: convenience, portability, easier to navigate, more cost effective, practically unlimited "virtual" tracks, and being easier to edit. One important difference has to be the process of replication. For instance, every time you make a copy of analog material, you actual loose a degree of quality of that analogue source. In digital reproduction, you are guaranteed of an exact replication of the source.
There are those who do prefer Analogue audio because the sound quality of analogue is still unmatched (hence why vinyl enthusiasts prefer records than CDs). There is a significant loss of a natural, organic quality of sound when it is captured digitally. Truth be told, you need superior high-end stereo equipment to realize the difference.
Another important difference between the two mediums is the way the audio is recorded. According to record producer George Martin: "Ordinary [analog] recording stores the electrical impulses (which have been converted from the pure aural vibration by the microphone) on magnetic tape as magnetic variations in the coating. Digital recording, on the other hand, analyzes the frequencies constantly and stores the information as binary code on tape. If you can imagine `stop-framing' a slice of sound, analyzing it in terms of frequencies, converting the information into numbers to store on tape and doing that 50,000 times a second, that is what a digital recorder does. And on playback, a reverse process takes place." (source: http://findarticles.com/p/articles/mi_m0FXG/is_12_12/ai_63973540)
There are those who do prefer Analogue audio because the sound quality of analogue is still unmatched (hence why vinyl enthusiasts prefer records than CDs). There is a significant loss of a natural, organic quality of sound when it is captured digitally. Truth be told, you need superior high-end stereo equipment to realize the difference.
Another important difference between the two mediums is the way the audio is recorded. According to record producer George Martin: "Ordinary [analog] recording stores the electrical impulses (which have been converted from the pure aural vibration by the microphone) on magnetic tape as magnetic variations in the coating. Digital recording, on the other hand, analyzes the frequencies constantly and stores the information as binary code on tape. If you can imagine `stop-framing' a slice of sound, analyzing it in terms of frequencies, converting the information into numbers to store on tape and doing that 50,000 times a second, that is what a digital recorder does. And on playback, a reverse process takes place." (source: http://findarticles.com/p/articles/mi_m0FXG/is_12_12/ai_63973540)
Digital Storytelling
Digital storytelling
From Wikipedia, the free encyclopedia
Digital Storytelling refers to using new digital tools to help ordinary people to tell their own real-life stories.
An emerging term
It is an emerging term, one that arises from a grassroots movement that uses new digital tools to help ordinary people to tell their own 'true stories' in a compelling and emotionally-engaging form. These stories usually takes the form of a relatively short story (less than 8 minutes) and can involve interactivity.
The term can also be a broader journalistic reference to the variety of emergent new forms of digital narratives (web-based stories, interactive stories, hypertexts, and narrative computer games).
As an emerging area of creative work, the definition of digital storytelling is still the subject of much debate.
Use by public broadcasters and education
This model has been integrated into public broadcasting by the BBC in the UK, beginning with the Capture Wales project, led by Daniel Meadows. The following year a similar project was launched by the BBC in England called Telling Lives. The executive producer of BBC Telling Lives has since set up his own digital storytelling training and consultancy called digistories.
The Center for Digital Storytelling model has also been adopted in education, especially in the US, where some practitioners use it as a method of building engagement and multimedia literacy. For example, the Bay Area Video Coalition [1] employs digital storytelling as a means of engaging and empowering at-risk youth.
Ball State University has a masters program in Digital Storytelling, as does the University of Oslo
From Wikipedia, the free encyclopedia
Digital Storytelling refers to using new digital tools to help ordinary people to tell their own real-life stories.
An emerging term
It is an emerging term, one that arises from a grassroots movement that uses new digital tools to help ordinary people to tell their own 'true stories' in a compelling and emotionally-engaging form. These stories usually takes the form of a relatively short story (less than 8 minutes) and can involve interactivity.
The term can also be a broader journalistic reference to the variety of emergent new forms of digital narratives (web-based stories, interactive stories, hypertexts, and narrative computer games).
As an emerging area of creative work, the definition of digital storytelling is still the subject of much debate.
Use by public broadcasters and education
This model has been integrated into public broadcasting by the BBC in the UK, beginning with the Capture Wales project, led by Daniel Meadows. The following year a similar project was launched by the BBC in England called Telling Lives. The executive producer of BBC Telling Lives has since set up his own digital storytelling training and consultancy called digistories.
The Center for Digital Storytelling model has also been adopted in education, especially in the US, where some practitioners use it as a method of building engagement and multimedia literacy. For example, the Bay Area Video Coalition [1] employs digital storytelling as a means of engaging and empowering at-risk youth.
Ball State University has a masters program in Digital Storytelling, as does the University of Oslo
Hello everyone! Sorry for my lack of posts this week. The Hamilton board has finally opened up its supply list, so it’s been an extremely heavy week for me.
Just to add to some of the great sites that everyone has posted, I came across a great site that summarizes the Characteristics of Auditory Learners and Study Tips for Auditory Learners. Their points are short and to the point. The web site is:
http://www.trcc.commnet.edu/Ed_Resources/TASC/Training/Resources_Learning_Styles.htm
As I continue to research the characteristics of auditory learners, I can’t help but look back at my second teaching placement involving a Grade 1 class. We were getting ready for a religious celebration, where the Grade 1s were to perform a new song in front of their parents and friends. For about 2 weeks leading up to the celebration, I did everything I could think of to help them memorize the song. I played the song numerous times (so much so that it was instilled in my brain for several days afterwards), sang the song numerous times (with the music and by looking at the song words), added some dance moves to the words etc……but in the end all they remembered was the chorus. I just wished that they were able to remember more of the song. According to the research, in a class of 15, there surely had to be at least one auditor learner in there.
I wonder at what age a type of learner can be truly identified, and if a person’s learning style can change as they grow older. Do any of you know the answer to these questions?
Just to add to some of the great sites that everyone has posted, I came across a great site that summarizes the Characteristics of Auditory Learners and Study Tips for Auditory Learners. Their points are short and to the point. The web site is:
http://www.trcc.commnet.edu/Ed_Resources/TASC/Training/Resources_Learning_Styles.htm
As I continue to research the characteristics of auditory learners, I can’t help but look back at my second teaching placement involving a Grade 1 class. We were getting ready for a religious celebration, where the Grade 1s were to perform a new song in front of their parents and friends. For about 2 weeks leading up to the celebration, I did everything I could think of to help them memorize the song. I played the song numerous times (so much so that it was instilled in my brain for several days afterwards), sang the song numerous times (with the music and by looking at the song words), added some dance moves to the words etc……but in the end all they remembered was the chorus. I just wished that they were able to remember more of the song. According to the research, in a class of 15, there surely had to be at least one auditor learner in there.
I wonder at what age a type of learner can be truly identified, and if a person’s learning style can change as they grow older. Do any of you know the answer to these questions?
Characteristics of Auditory Learners/Study Tips for Auditory Learners
http://www.trcc.commnet.edu/Ed_Resources/TASC/Training/Resources_Learning_Styles.htm
Great site for information on visual, auditory and tactile learners.
Characteristics of Auditory Learners
(hearing)30% of learners
Remember what they hear.
- Talk while they write.
- Need phonics.
- May be a sophisticated speaker.
- Remember names, but forgets faces.
- Eyes move down and to your right when they are listening to others.
- Remember by listening, especially music.
- Distracted by noise.
- Games and pictures are annoying and distracting.
- Write lightly and not always legibly
- Often, information written down will have little meaning until it has also been heard.
- May seem to be listening to something inside themselves, rather than to the person they are communicating with.
Study Tips for Auditory Learners
- Explain the material you are trying to learn to a study partner.
- Read explanations out loud. Be sure to go over all important facts out loud.
- Make up songs to go along with subject matter. The crazier the better.
- Record lectures and review these tapes while you drive.
- When learning new information, state the problem out loud. Reason through solutions out loud.
- Say words in syllables.
- Make up and repeat rhymes to remember facts, dates, names, etc.
- Find audio tapes that review the information you are trying to learn.
- Join or create a study group, or get a study partner.
- To learn a sequence of steps, write them out in sentence form, then read them out loud.
- Use mnemonics and word links.
- Use the MM Study Skills CD-ROM in the LRC to increase your study skills.
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