In this project I created my own one minute public service spot for Cal State San Marcos using iMovie software. I edited video and audio clips, applied screen effects, inserted a still photo, added a voice over, and created titles with transitions. It was fun.
Wednesday, April 29, 2009
Wednesday, April 8, 2009
Journal 10: Enhanced Podcasts NETS-T (5) Artifact
Kolb, Liz (2008, September/October). Enhanced podcasts: A new twist on an old tool. Learning and Leading with Technology, 36 No. 2, Retrieved April 8, 2009, from
http://www.iste.org/Content/NavigationMenu/Publications/LL/L_L.htm
Liz Kolb suggests some fun projects students can do while spicing up their podcasts with text and images with a simple tools like PowerPoint. She includes a helpful step-by-step guide for creating the enhanced podcasts with PowerPoint. The following are some of her suggestions for enhanced podcasts in various subjects areas:
Social Studies
Students could create a TV show with interviews of historical figures. The typical radio podcast is transformed into a TV show with the inclusion of images, charts/graphs, text, and data, thus an “enhanced” podcast.
Literacy Projects
Instead of merely recording and performing their Poetry slams, appropriate graphic art and images are included to enhance the meaning and visual experience of the poem. Through PowerPoint, students can also create digital storybooks with narration, slides, music and other sound effects.
Science projects
In a Biology class students might create a slide show about life cycles and then provide narration. In Chemistry it could be a chemical reaction that is graphically portrayed with voice over explanations.
Math
An enhanced math podcast could be a visual description of an equation with narration or the creation of graphs and charts with recorded analysis along the way.
Foreign Language Projects
A digital travel postcard podcast could have narration of interesting places along with images and music or other audio. Vocabulary flash cards could also be created with sound and images.
Enhanced Photo Albums
An enhanced pod cast here would mean a narrated video photo album of pictures from perhaps a classroom activity, field trip, yearbook or other activity.
How could enhanced podcasts help create parental support for the students education?
I thought Kolb’s idea of an “end of week review” of what the student had learned that could be sent to parents was very interesting. It could include pictures of the learning experiences from the week and be narrated by various students. Also if the pod cast were uploaded to the class website then parents could see what students were learning and help them with review and practice.
What issues should teachers be aware of when creating enhanced
podcasts?
Kolb had a good suggestion of posting podcasts on protected websites or intranet sites in order to avoid copyright issues and to protect the student’s privacy, identity, and work that has their names on it. This is a good opportunity to discuss copyright issues with the students and help them understand how to comply.
http://www.iste.org/Content/NavigationMenu/Publications/LL/L_L.htm
Liz Kolb suggests some fun projects students can do while spicing up their podcasts with text and images with a simple tools like PowerPoint. She includes a helpful step-by-step guide for creating the enhanced podcasts with PowerPoint. The following are some of her suggestions for enhanced podcasts in various subjects areas:
Social Studies
Students could create a TV show with interviews of historical figures. The typical radio podcast is transformed into a TV show with the inclusion of images, charts/graphs, text, and data, thus an “enhanced” podcast.
Literacy Projects
Instead of merely recording and performing their Poetry slams, appropriate graphic art and images are included to enhance the meaning and visual experience of the poem. Through PowerPoint, students can also create digital storybooks with narration, slides, music and other sound effects.
Science projects
In a Biology class students might create a slide show about life cycles and then provide narration. In Chemistry it could be a chemical reaction that is graphically portrayed with voice over explanations.
Math
An enhanced math podcast could be a visual description of an equation with narration or the creation of graphs and charts with recorded analysis along the way.
Foreign Language Projects
A digital travel postcard podcast could have narration of interesting places along with images and music or other audio. Vocabulary flash cards could also be created with sound and images.
Enhanced Photo Albums
An enhanced pod cast here would mean a narrated video photo album of pictures from perhaps a classroom activity, field trip, yearbook or other activity.
How could enhanced podcasts help create parental support for the students education?
I thought Kolb’s idea of an “end of week review” of what the student had learned that could be sent to parents was very interesting. It could include pictures of the learning experiences from the week and be narrated by various students. Also if the pod cast were uploaded to the class website then parents could see what students were learning and help them with review and practice.
What issues should teachers be aware of when creating enhanced
podcasts?
Kolb had a good suggestion of posting podcasts on protected websites or intranet sites in order to avoid copyright issues and to protect the student’s privacy, identity, and work that has their names on it. This is a good opportunity to discuss copyright issues with the students and help them understand how to comply.
Journal 7: Mining for Gold NETS-T (5) Artifact
Bigenho, Chris (2009, March/April). Mining for gold. Learning and Leading with Technology, 36 No. 6, Retrieved April 8, 2009, from http://www.learningandleading-digital.com/learning_leading/200904/
The beauty of RSS (real simple syndication)is that you are designing your own morning newspaper. It’s a collection of subscriptions for content that interests you and aggregated for you by the RSS. On a personal level it’s a great way to have the blogs, articles, wikis, pod casts, social bookmarking sites, or radio programs sent directly to you each day on a single page.
As a teacher, it’s a great way to collect information that can be assigned reading or resources for students. Students can also be involved in adding their own sources from their own RSS sites and it becomes a collaborative exchange of information.
RSS is also an important tool for keeping up on the ever changing world of technology and how it can be used in education. It’s also a good way for teachers to keep track of their student’s blogs. Rather than having to check constantly for new posts, the RSS feed aggregator automatically brings blog updates to the teacher. Bloglines, for example, has a notifier that will pop up an icon when a student makes a new post.
A social bookmarking site like Delicious can make bookmarked resources available to the entire class through a class tag that becomes a subscription that can be fed by an RSS aggregator to the class website, thus making all the collected information available to the entire class in one-stop shopping. Students can contribute by saving resources to the class tag.
Content can also be brought directly into HTML pages by creating a JavaScript for an existing or custom feed. For example, a teacher could use current news article feeds to provide course content. Topics could be based on different parts of the world.
I really like Bigenho’s idea of The Daily Me, a customized personal newspaper using RSS feeds. It’s a convenient way to simplify the information gathering/sharing process. It’s also a great way to channel current information to students and to get them involved in collaborative efforts to share and gather content. His suggestions and step-by-step directions for creating custom feeds is really useful. Bigenho does a good job of explaining the technology in layman’s terms.
How does an RSS feed function?
Each feed has a channel tag that identifies the individual item so it can be read by the aggregator.
What is the role of the aggregator?
The aggregator reads the tag and tracks each subscribed page, then notifies you when it is added to your site.
The beauty of RSS (real simple syndication)is that you are designing your own morning newspaper. It’s a collection of subscriptions for content that interests you and aggregated for you by the RSS. On a personal level it’s a great way to have the blogs, articles, wikis, pod casts, social bookmarking sites, or radio programs sent directly to you each day on a single page.
As a teacher, it’s a great way to collect information that can be assigned reading or resources for students. Students can also be involved in adding their own sources from their own RSS sites and it becomes a collaborative exchange of information.
RSS is also an important tool for keeping up on the ever changing world of technology and how it can be used in education. It’s also a good way for teachers to keep track of their student’s blogs. Rather than having to check constantly for new posts, the RSS feed aggregator automatically brings blog updates to the teacher. Bloglines, for example, has a notifier that will pop up an icon when a student makes a new post.
A social bookmarking site like Delicious can make bookmarked resources available to the entire class through a class tag that becomes a subscription that can be fed by an RSS aggregator to the class website, thus making all the collected information available to the entire class in one-stop shopping. Students can contribute by saving resources to the class tag.
Content can also be brought directly into HTML pages by creating a JavaScript for an existing or custom feed. For example, a teacher could use current news article feeds to provide course content. Topics could be based on different parts of the world.
I really like Bigenho’s idea of The Daily Me, a customized personal newspaper using RSS feeds. It’s a convenient way to simplify the information gathering/sharing process. It’s also a great way to channel current information to students and to get them involved in collaborative efforts to share and gather content. His suggestions and step-by-step directions for creating custom feeds is really useful. Bigenho does a good job of explaining the technology in layman’s terms.
How does an RSS feed function?
Each feed has a channel tag that identifies the individual item so it can be read by the aggregator.
What is the role of the aggregator?
The aggregator reads the tag and tracks each subscribed page, then notifies you when it is added to your site.
Sunday, April 5, 2009
Journal 9: The Kids Are All Right
Waters, John K. (2009, March). The kids are all right. T.H.E. Journal, Retrieved April 3, 2009, from http://www.thejournal.com/articles/24104_1
John Waters reports that USC researchers in a study of over 800 young people and their parents and found that students these days are developing their social skills online through MySpace, Facebook, YouTube and other social networking communities. They expect the data will show that 80-90% of young people are socializing using new media tools. The researchers identify three levels of participation:
John Waters reports that USC researchers in a study of over 800 young people and their parents and found that students these days are developing their social skills online through MySpace, Facebook, YouTube and other social networking communities. They expect the data will show that 80-90% of young people are socializing using new media tools. The researchers identify three levels of participation:
- Hanging out (friendship driven, a place to hang out)
- Messing around (kids explore interests together, self-directed)
- Geeking out (intense level of interest, develop expertise)
The consensus seems to be that the time is well spent. It’s not unproductive playtime. Teachers need to find ways to channel and exploit this energy within the classroom. They warn that teachers who fail to embrace these technologies are viewed as irrelevant by students.
I agree that this is a great way to motivate students to learn and build learning communities. We want students to take ownership in their learning and this seems like a place where they can start. I remember when I was in grade school and my peers were all reading The Chronicles of Narnia. We were all talking about it and everyone had to read them out of order because you had to grab which ever one was available in the library. Today, it seems that students can have that same shared enthusiasm--only with teens anywhere.
How can all this networking help keep young people with special interests from feeling isolated?
Students with niche interests can shine and be given recognition. The 10% that are “geeking out” are finding comfort in local communities that share their interests. The article highlights a girl who was an award winning “fan fiction” writer (someone who writes about existing fictional characters from T.V. or movies), but who never mentioned it to her teacher or put it on her college application because she felt it would not be valued. "Teachers have a responsibility to learn how social media is reconfiguring aspects of everyday life and to help youth navigate these shifts," says author and researcher, Danah Boyd.
Can we really trust them to spend so much time by themselves online?
I thought is was interesting that the research showed that teens can be trusted online more than we think. They tend to bring the same values online that they have offline. Teachers should be careful not to suffocate students with heavy handed rules and restrictions about their online use. I liked Boyd’s suggestion that teachers should let the students help them navigate the technology as a way of sharing power and building trust.
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