A podcast is a collection of movie, video, or audio clips that are then posted on the internet. The word “pod” refers to the Apple iPod and the word “cast” refers to broadcast. The Apple iPod was the first place podcasting scripts were developed. New content of the podcast can be added or deleted. The most common ways to listen to a pod cast is by a mp3 player or a computer using media player software. Podcasts were originally designed for radio shows but the tool has become very popular in education. Students can listen to pod casts of lessons that they have missed and can share information with anyone at any time.
After reading the discussions, I have found that there are many sites that support downloading of pod casts. Many teachers had questions on how they can post their pod cast on the internet for everyone to see. Some pod cast websites are paid sites and some are free. Posting a pod cast involves uploading the audio file to the website or server and then creating a link for it. I have found from the discussions that creating a pod cast is very easy. All one needs is a computer, a microphone, and the internet. Many of the comments provided links to pod casts. I watched a math teacher discuss fractions to his students and I also viewed a link that featured high school students discussing the tragedies that are occurring in Darfur, Sudan. One teacher created a beginner website with how to create a pod cast in layman’s terms. I liked the website because it did not contain any of the computer geek knowledge that I do not understand.
http://www.how-to-podcast-tutorial.com/what-is-a-podcast.htm
http://youthradio.wordpress.com/- a podcast of students discussing the tragedies of Darfur
Friday, March 28, 2008
Tuesday, March 11, 2008
Journal #4
Journal 4
“Storytelling in the Web 2.0 Era”
By: Glenn Bull
This journal discusses the advances in technology and user participation. In today’s internet age, the web serves as a platform for lightweight applications created by users. For example, individuals can use user created programs such as Flickr, Blogger, MySpace, and YouTube. All of these programs are available for free. Furthermore, the web allows for sharing and “remixing” between users. One of the great things about the internet today is that it is a collaborative effort. Individuals can write blogs that attach audio and web site links. In the educational setting, the web serves as a great tool because it is informative, easy to use, and free. Many schools have tight budgets and spending is very limited. Students can gain an understanding of technology and internet through programs that are free. This was illustrated by Mr. Levine, teacher, who created 50 different ways on the web to tell a story about his dog. He used many different story telling tools and broke them down into categories. The categories for story telling tools consisted of Slide Show, Timeline, Mapping, Comic, Scrap book, Media, and Mixer. He then talks about some beneficial programs that are out there. These programs consisted of Xtimeline, Google Map, Torpedo, and Voice Thread. All of these programs are free and aide in the easy of educational development for the students.
Questions:
1. What about censorship?
One of the great ideas about the free internet programs is that they are collaborative in effort. Thus, individuals work together in order to make sites clean. It is not just up to one person to monitor all the efforts of the program. In blogger, peers can flag another peers blog if they feel there is offensive or obscene material on the blog. The collaborative approach also applies to Wiki programs such as Wikipedia.
2. How it be used in the classroom and will children be able to figure out these programs?
Each program is very instructive and easy to use. For example, google map can be used in geography or math classes. Students in this day of age are very good at understanding programs and the program's abilities. They learn very quickly because they have grown up in a technological age.
“Storytelling in the Web 2.0 Era”
By: Glenn Bull
This journal discusses the advances in technology and user participation. In today’s internet age, the web serves as a platform for lightweight applications created by users. For example, individuals can use user created programs such as Flickr, Blogger, MySpace, and YouTube. All of these programs are available for free. Furthermore, the web allows for sharing and “remixing” between users. One of the great things about the internet today is that it is a collaborative effort. Individuals can write blogs that attach audio and web site links. In the educational setting, the web serves as a great tool because it is informative, easy to use, and free. Many schools have tight budgets and spending is very limited. Students can gain an understanding of technology and internet through programs that are free. This was illustrated by Mr. Levine, teacher, who created 50 different ways on the web to tell a story about his dog. He used many different story telling tools and broke them down into categories. The categories for story telling tools consisted of Slide Show, Timeline, Mapping, Comic, Scrap book, Media, and Mixer. He then talks about some beneficial programs that are out there. These programs consisted of Xtimeline, Google Map, Torpedo, and Voice Thread. All of these programs are free and aide in the easy of educational development for the students.
Questions:
1. What about censorship?
One of the great ideas about the free internet programs is that they are collaborative in effort. Thus, individuals work together in order to make sites clean. It is not just up to one person to monitor all the efforts of the program. In blogger, peers can flag another peers blog if they feel there is offensive or obscene material on the blog. The collaborative approach also applies to Wiki programs such as Wikipedia.
2. How it be used in the classroom and will children be able to figure out these programs?
Each program is very instructive and easy to use. For example, google map can be used in geography or math classes. Students in this day of age are very good at understanding programs and the program's abilities. They learn very quickly because they have grown up in a technological age.
Monday, March 10, 2008
Journal #3
Journal #3
“Five Don’ts of Classroom Blogging”
By: Julie Sturgeon
In this article, Julie Sturgeon discusses the benefits and dangers of having students participate in classroom blogging. She interviews three people and talks about the five don’ts in classroom blogging activity. She starts off with interviewing Brock Dubbels, high school engineering teacher, who talks about his experience with classroom blogging. Mr. Dubbels believes students perform better when they know that their peers will be judging their work and not just the teacher. He also warns that students will push the line on what they are allowed to say over the internet. Thus, teachers need to be careful, but the reward in the end is worth the risk. Julie Sturgeon’s first don’t is to not just dive in. It is very important for teachers to set up guidelines and rules for the student. Once the parameters are set, the students know the realm in which they can operate on the blog. Blogging serves as a good way for students to get excited about writing non-fiction. Most students feel that writing is a very boring topic. She then goes on to advise teachers to not confuse blogging with social networking. Blogging is different from sites like MySpace and face book. Blogging is about students helping each other get through coursework while MySpace is just a social networking site for play and fun. The author then confides in Jeffrey Yan, CEO of Digication, who warns for teachers not just jump into the free blogging sites. Class Blogmeister, is a very easy blogger tool that helps filter information and is more suitable for a classroom setting. Also, the author suggests that blogs should not be sequential. Instead, they should be organized by topic. This makes it easier for students to organize and go back over their work that was done a while ago. Sturgeon’s last piece of advice suggest that teachers should also be participating in the blogging. She advises not to let students be the only bloggers.
Questions:
1. What about students who do not have access to a computer at home?
Students should be able to have access to computers on campus. Furthermore, students can sign into the blog webpage on any computer. They do not need just their computer at home. Thus, computers can be accessed anywhere. This includes the computer lab, library, or even a friend’s house.
2. How do you prevent students from copying what other students say?
Students should not be scolded for their responses. The main point of blogs is for students to practice writing thoughtfully and critically about the subject of interest. Also, blogs allow students to read their peer responses. Since these peer responses are viewable, students should be asked to pose responses. Teachers should review the blogs and should notify students if the educator is suspicious of copying and pasting by the student.
“Five Don’ts of Classroom Blogging”
By: Julie Sturgeon
In this article, Julie Sturgeon discusses the benefits and dangers of having students participate in classroom blogging. She interviews three people and talks about the five don’ts in classroom blogging activity. She starts off with interviewing Brock Dubbels, high school engineering teacher, who talks about his experience with classroom blogging. Mr. Dubbels believes students perform better when they know that their peers will be judging their work and not just the teacher. He also warns that students will push the line on what they are allowed to say over the internet. Thus, teachers need to be careful, but the reward in the end is worth the risk. Julie Sturgeon’s first don’t is to not just dive in. It is very important for teachers to set up guidelines and rules for the student. Once the parameters are set, the students know the realm in which they can operate on the blog. Blogging serves as a good way for students to get excited about writing non-fiction. Most students feel that writing is a very boring topic. She then goes on to advise teachers to not confuse blogging with social networking. Blogging is different from sites like MySpace and face book. Blogging is about students helping each other get through coursework while MySpace is just a social networking site for play and fun. The author then confides in Jeffrey Yan, CEO of Digication, who warns for teachers not just jump into the free blogging sites. Class Blogmeister, is a very easy blogger tool that helps filter information and is more suitable for a classroom setting. Also, the author suggests that blogs should not be sequential. Instead, they should be organized by topic. This makes it easier for students to organize and go back over their work that was done a while ago. Sturgeon’s last piece of advice suggest that teachers should also be participating in the blogging. She advises not to let students be the only bloggers.
Questions:
1. What about students who do not have access to a computer at home?
Students should be able to have access to computers on campus. Furthermore, students can sign into the blog webpage on any computer. They do not need just their computer at home. Thus, computers can be accessed anywhere. This includes the computer lab, library, or even a friend’s house.
2. How do you prevent students from copying what other students say?
Students should not be scolded for their responses. The main point of blogs is for students to practice writing thoughtfully and critically about the subject of interest. Also, blogs allow students to read their peer responses. Since these peer responses are viewable, students should be asked to pose responses. Teachers should review the blogs and should notify students if the educator is suspicious of copying and pasting by the student.
Sunday, March 9, 2008
Journal #2
Journal #2
"Speaking Math: Using Chat in the Multicultural Math Classroom”
By Janet Graham and Ted Hodgson
Summary:
This article discusses the results of an experiment conducted in math classrooms at Osbourn High School. In an Algebra II classroom, students talked to peers through online discussions about the math concepts that they had learned in the classroom. The course management system (called Moodle in this case) consisted of chat rooms and discussion boards. Chat rooms allow for students to talk in real time discourse. Forums promote discussions at different times of the day. One limitation is that Moodle, like most of the CMS software, does not allow math symbols. Thus, only math vocabulary could be used between the students. One benefit the discussion boards and chat room have is that it allows teachers to dive into their minds of their students. Teachers can review what their students write and gain insight into the students thought processes. On the next day, teachers can discuss or review the topics that were most challenging to the students. Students benefit by thinking critically and working with peers. In the article, a specific example is given in which students are unsure about the definition of a polynomial . Based on the groups responses, the teacher goes over the concept and definition. Another benefit of the program is that non English speaking students use the program as a tool for learning the language. Many times, non native speakers are not ready to talk in English because they do not feel comfortable enough. But, the forum allows the student to read other’s responses and use them as a grammatical template, and then produce a well constructed response. The non-native English speaker then participates in the conversation and has an alternative way to learn English. In the article, an example of this was portrayed with Justin, a native Spanish speaker. Students learn how to discuss topics electronically which is becoming an important tool in technology. They also get to discuss math concepts with peers in order to better understand what is going on in the classroom. During class, students would go to a computer lab and discuss the math concepts in small groups. CMS allows the teacher to assign students to small groups. This was most beneficial because some students did not have computers at home. Another benefit is that students were able to find students who had the same class but at a different time of day. They were able to find members who were of similar background and diversity as them. Thus, students did not feel so isolated.
Questions:
1. How beneficial can the program when students cannot even use math symbols on the forum?
The forum alone does not serve as the student’s homework. Students are still expected to solve the math problems and show their work. It serves as an aide for students to talk with others about the ideas and concepts going on. Teaching is not only left to solely the teacher. Students become educators for their peers. The forum can also be used for other subjects as well and may even be more beneficial.
2. What about students who do not have access to a computer at home? Are they at a disadvantage?
Students who do not have an access to a computer will not benefit from the program. They could also possibly feel animosity towards others who have this access. Students should have access to the computer lab during lunch and after school hours. It would depend on what the district offered. The best situation would be for students to use the computer lab in class. This will allow all studen
"Speaking Math: Using Chat in the Multicultural Math Classroom”
By Janet Graham and Ted Hodgson
Summary:
This article discusses the results of an experiment conducted in math classrooms at Osbourn High School. In an Algebra II classroom, students talked to peers through online discussions about the math concepts that they had learned in the classroom. The course management system (called Moodle in this case) consisted of chat rooms and discussion boards. Chat rooms allow for students to talk in real time discourse. Forums promote discussions at different times of the day. One limitation is that Moodle, like most of the CMS software, does not allow math symbols. Thus, only math vocabulary could be used between the students. One benefit the discussion boards and chat room have is that it allows teachers to dive into their minds of their students. Teachers can review what their students write and gain insight into the students thought processes. On the next day, teachers can discuss or review the topics that were most challenging to the students. Students benefit by thinking critically and working with peers. In the article, a specific example is given in which students are unsure about the definition of a polynomial . Based on the groups responses, the teacher goes over the concept and definition. Another benefit of the program is that non English speaking students use the program as a tool for learning the language. Many times, non native speakers are not ready to talk in English because they do not feel comfortable enough. But, the forum allows the student to read other’s responses and use them as a grammatical template, and then produce a well constructed response. The non-native English speaker then participates in the conversation and has an alternative way to learn English. In the article, an example of this was portrayed with Justin, a native Spanish speaker. Students learn how to discuss topics electronically which is becoming an important tool in technology. They also get to discuss math concepts with peers in order to better understand what is going on in the classroom. During class, students would go to a computer lab and discuss the math concepts in small groups. CMS allows the teacher to assign students to small groups. This was most beneficial because some students did not have computers at home. Another benefit is that students were able to find students who had the same class but at a different time of day. They were able to find members who were of similar background and diversity as them. Thus, students did not feel so isolated.
Questions:
1. How beneficial can the program when students cannot even use math symbols on the forum?
The forum alone does not serve as the student’s homework. Students are still expected to solve the math problems and show their work. It serves as an aide for students to talk with others about the ideas and concepts going on. Teaching is not only left to solely the teacher. Students become educators for their peers. The forum can also be used for other subjects as well and may even be more beneficial.
2. What about students who do not have access to a computer at home? Are they at a disadvantage?
Students who do not have an access to a computer will not benefit from the program. They could also possibly feel animosity towards others who have this access. Students should have access to the computer lab during lunch and after school hours. It would depend on what the district offered. The best situation would be for students to use the computer lab in class. This will allow all studen
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