Podcasts: Where's the Learning?

Deubel, P. (2007). Podcasts: where's the learning?. The Journal, Retrieved from http://thejournal.com/articles/2007/06/07/podcasts-wheres-the-learning.aspx 

Summary:

Patricia Deubel works to defend the use of podcasts to increase and showcase student learning.  By first defining the word (POD- Playable On Demand, and Broadcast), podcasts are becoming increasingly useful thanks to Apple and iTunes.  Radio stations and National Broadcasting Systems often use podcasts to provide listeners with flexibility.  The popularity of the iPod also gave life to podcasts, for downloading podcasts to the devices allows for mobile playback.  However, Deubel also recognizes the misuse and lack of clarity which often accompanies student or amateur podcast recordings.  Yet websites and assistive technologies make using podcasts for content area presentations quite easy.  Deubel lists many resources for teachers, K-12, looking to incorporate podcasts in their teaching.  She also offers ways for students to create their own podcasts to showcase their understanding.  

Some uses for podcasts in the classroom include recording lectures, logging classroom weekly projects and assignments, reporting on field trips, sharing book reviews, and reviewing curricular content.  Students can participate by recording their podcasts for others or reviewing missed materials.  Many schools use podcasts to create radio programs which play on the school or class website.  Reviews of books, analysis of quotes, and offering class information are creative and fun ways for students to demonstrate their learning while utilizing valuable communication skills.  Pacing, volume, vocabulary and clarity are all a part of oral communication, and especially at the middle level, invaluable life skills.

The article continues with a promise of things to come, including the use of podcasts when utilized by students with disabilities and how to increase the quality of publications. 

Review:

I found Deubel's research into the uses for podcasting in the classroom very realistic and applicable for today's students.  It seems as though this creative measure of student comprehension would be welcomed by adolescents and even elementary age students.  The creative license available in producing something for others to enjoy is an empowering experience.  Also, so many disciplines can be utilized when making a podcast, including any content area information, as well as literacy and oral communication skills.  Classrooms that provide an outlet for various podcast production will likely see an increase in student involvement, which is a primary goal of educators. 
While the article offered a great deal of valuable information, it lacked the technical aspects of this technology.  Though the conclusion offered the attention in the next article, I found it disappointing it was not included, in any way, in the current publication.  I believe a lot of teachers would reject this technology if they do not know how to produce or monitor it, and therefore the creative application would be lost.  However, if properly understood, both teachers and students would greatly benefit from the technology and article. 

Monster Mash: Learning Real-World Skills in a Creature Creating Art Class

Bernard, Sara. (2008, February). Monster mash: learning real-world skills in a creature creating art class. Eutopia, Retrieved from http://www.edutopia.org/classroom-special-effects-studio 

Summary:
High School art class all too often recalls memories of skipping school, drawing on desks, gluing half-hearted macrame together, or making signs for the school dance.  However, at the Berea High School Visual Effects and Design class, students create and design their own projects, for themselves and high paying clients.  Bernard's article profiles this unique classroom and the teacher who gives students opportunities to learn and explore as the community, movie industry, or their imaginations deem appropriate.  Jim Bycznski, the class' founder and teacher works with the students according to their ability level in a hands-off fashion, allowing for their creative passion to take over.  Mentioned several times in the article, it is just this teaching style which attracts students to the classroom.  As they progress through the class they are given more difficult tasks, and many students return year after year to participate in projects.  
The classroom utilizes a number of machinery and technology to create their gory and monstrous creations.  Often the students will build a new piece of equipment to accommodate their needs for a particular assignment.  Movie industry professionals, local businesses and restaurants as well as personal collectors have solicited items from these creative students and are willing to pay.  
Many schools would likely gawk at the materials used in this classroom, for the advanced technology used and created cost a lot of money.  However, receiving payment for projects has enabled the class to develop even further, and while the school district provides some funds, the students who participate are asked to pay a $30 materials fee.  The cost seem very justified as the students in this class have often pursued careers in creative fields.  Because Bycznski incorporates many disciplines in the classroom, the students are more successful in other content areas as well.  Science technology and chemistry are required when painting or melding materials, fulfilling project proposals incorporate English and Literature, and researching industry products require a historical knowledge of the field.  This class seems to offer much more than macrame to the students, and all who attend are aware of the privilege they behold.

Response:
I found Bernard's article incredibly inspiring.  Learning about other educators dedication to creativity and student's interests fuels a desire within myself to learn more and stretch my abilities for my future students.  The many quotes included from students in Bycznski's class were also encouraging.  Their desire to explore independently, but with guidance from an expert increases my belief in being a facilitator in the classroom, rather than a dictator.  I hope that as I teach  my students, I will be an enabler in their education, helping them learn to help themselves, problem solve, and ask deep questions while knowing where to search for the answer.  The students in the visual effects and design class are encouraged to analyze problems and create solutions.  A foundational part of learning requires asking probing questions and searching for the answer.  I hope my students find my social studies class as valuable, interesting, and creative as the design class, and I will work to encourage creativity whenever possible. 

 

5 K-12 Technology Trends for 2010: A look at the top technology tools and trends to keep an eye on in the coming year.

McCrea, Bridget. (2009, December 10). 5 k-12 technology trends for 2010. The Journal, Retrieved from http://thejournal.com/articles/2009/12/10/5-k12-technology-trends-for-2010.aspx 

Summary:

In this article, Bridget McCrea speaks with technology experts in various fields as to what new developments are practical for classroom implementation and will actually remain viable options as resources constantly change.  The technology evaluated includes e-books, Netbooks, Smart-boards, personal tech. devices, and tailored curricula.  

E-books, according to J. Purdy, an analyst from Atlanta, the level of use is currently limited in the classroom due to the expense and lack of color or graphics.  For math and sciences in particular they are of little use.  However, as the technology advances and more schools are able to afford the devices, using e-books in lieu of textbooks will inevitably take over.  Not only will it diminish the stress on students backs from carrying books everywhere, but additional applications and materials available will increase the worth.  

The use of netbooks, or smaller, inexpensive laptops will also bridge the technological divide for students who do not have computers at home.  Access to word processors and the internet will increase their academic experience.  Smart-boards are also tools to help students learn as well as teachers teach more effectively.  Getting the students out of their seats and up to the board for interactive learning increases their classroom involvement and experience.
McCrea's acknowledgment of personal tech. devices 'infiltrating' the classroom is important for it both helps and hinders teachers ability to communicate with students, as well as their receptiveness.  While IPods and cell phones often are cause for distraction in the classroom, with technology limited and expensive, smart-phones are often of use for teachers.  Helping students utilize I-Phones and smart-phones for academic purposes will come in handy for many teachers in the coming years. 

Response:

As a teacher candidate I am aware and excited about the technological changes accompanying academia.  Students have more opportunities than ever to explore and garner information.  However, I believe without the proper instruction and tools they often miss out on those opportunities due to lack of teacher involvement.  I hope to challenge my future students to learn and explore new technology, and therefore found McCrea's article quite interesting in regards to what new technologies are available.  Yet I finished wishing more applicable information regarding the usage of each type of device were given.    

After reading McCrea's insights into the valuable technology for teachers in 2010 I felt slightly disappointed at the lack of insight into the various products.  The article was quite short and did not refer to any brands or specifics about the different technologies, but rather described each with limited detail and moved on.  As a young teacher I am quite aware of the technology available and realize that veteran teachers may find this information more valuable.  However, I was disappointed with her analysis.  

Inspired Writing and Inquiry

McKenzie, J. (2005, December 21). Inspired writing and inquiry. From Now On, 5(1), Retrieved from http://www.fno.org/dec05/writing.html

Summary: 

Jamie McKenzie points out the gap in American students writing scores and the technology available to students, claiming that with such strong technological components in schools, test scores should be much higher.  McKenzie claims that a disconnect exists between utilizing word processing equipment, or computers, to simply regurgitate ideas and to help expand or enhance the ideas in a writing process.  Many schools use a Six Trait writing process to help students write papers, but are lacking the Idea trait because students are able to copy ideas, rather than develop them. McKenzie writes, "National writing results have improved little since the arrival of computers and laptops because we have not exploited the special characteristics of electronic text and the features of mindware - programs like Inspiration™ and others that strengthen reasoning and the generation of ideas," (McKenzie, 2005). 

 It is the need to generate ideas, as opposed to simply copying or regurgitating them, that makes computers so valuable, but few educators take full advantage of the resources available.  Features such as 'availability', 'fluidity', 'permeability', and 'responsiveness' are all sited as benefits to using electronic text over pen and paper.  McKenzie encourages instructors to use computers to aid students before the final draft of a paper.  The reorganization and flexibility they offer throughout the writing process will ultimately make the Six Traits stronger and the transition through the writing process smoother. The article also offers fun sites with additional resources and ideas for incorporating the use of computers within a classroom.  I would recommend the site for any future teacher engaged in the humanities or arts.

Response: 
As a future teacher I am constantly interested in the latest technologies that will help my students, but now realize that even if I possess the said technology, I may not be utilizing it properly, or to its full extent.  As a student I rarely used the computer for anything other than typing a final draft, which makes sense considering that most schools lack enough computers for each student to use one for each step in the writing process.  However, even if computers are scarce, many programs are available to assist students, especially if working in groups or on larger projects.  There are so many applications available for creativity and writing that students are deserved if not taught how to fully utilize the programs.  By reading McKenzie's article I am aware of my responsibility to my students to introduce them to technology, successfully implement it into my requirements and assignments, and at the same time teach them the full breadth of uses.  Though ever changing, I believe I can stay 'on top of' the technology available enough to assist students in their learning. 

Logging History: Students as Archivists

Bell, A. (2003, August 5). Logging history: students as archivists. Eutopia, Retrieved from http://www.edutopia.org/montanaheritage 

Summary:

Ashley Bell's article dissects the work of Libby, Montana high school students in their Social Studies, History, and English classes centering around capturing the oral histories of their town.  Inspired by the decline in the local logging industry, students realized that much of the culture unique to their environment would be forever lost as loggers moved from the area.  With a desire to capture the culture of the community, a local philanthropist, along with a Library of Congressmen worked to restore community building where students could enhance the arts in the city.  Each year students work with teachers to gather oral histories of community members through the ALERT model; ask, listen, explore, reflect, and tell.  During the tell phase of the project, students use various multimedia to showcase their projects, including PowerPoint and desktop publishing.  A Heritage Day is dedicated to these projects each year where students display their work for the community.  Many students have the opportunity to travel to Washington D.C. to present their work, and some of the stories have even been archived in the Library of Congress.

Response: 
As a history major with an emphasis in oral histories I was extremely intrigued by Bell's article.  The students in this small Montana town have recognized the importance of preserving local history and incorporating the stories with national history.  Few students ever receive the opportunity to engage with their local history and the dedication of the teachers to these students seems remarkable.  Investing in the training to capture oral histories, develop projects/presentation, and emphasize the importance of Telling the histories is taxing on both the students, participants and teachers.  However, the work the Libby students have done to consistently maintain the project over the years is not only inspiring, but a reality of what hard work and determination can accomplish.  This article will inspire teachers hoping to achieve similar results with current students, as I know it will with my future students.  

Assistive Technology: Enhanced Learning For All.

Wahl, Lisa. (2003, August 5). Assistive technology: Enhanced Learning For All. Eutopia, Retrieved from http://www.edutopia.org/assistive-technology-enhances-learning-all.

Summary:

 Lisa Wahl begins her article with the assertion that we all have special needs.  In a day and age where technology advances, no one should lack an education because of mental, physical or developmental challenges.  Assistive Technology, or AT, while federally mandated in many cases, also exists to help students with learning impairments that are not regulated or defended by law.  AT devices include a pencil grip, special reading cards to highlight contrast, computer file books with headphone equipment for reading assistance, and vocal enhancement machines.  The article offers many real-life example of how various AT devices are used in a classroom setting, but the article tends to read disjointedly and slightly disorganized.  More a compilation of stories than data based assessment of the AT tools, Wahl targets the heart of the reader to empathize with those needing such equipment. 

Response:

I never considered the use of Assistive Technology devices for people other than severely disabled students.  However, after reading Wahl's article I am very intrigued at the advancement of technology and how dramatically such instruments can help students of varying ability levels learn.  Throughout my education in the MIT program I am learning more and more about the importance of accommodating my students in different ways, including emotionally, academically, and physically.  This article has opened my eyes to the diverse nature of products available for virtually any learning need a student may require.  Some of the products discussed are fitting for students needs that I have never even considered.  I look forward to using this article as a resource to assist my future students as their needs arise.  

Avoiding the 5 Most Common Mistakes in Using Blogs with Students

Reynard, Ruth. (2008, October 1). Avoiding the 5 Most Common Mistakes in Using Blogs with Students. Retrieved from http://campustechnology.com/articles/2008/10/avoiding-the-5-most-common-mistakes-in-using-blogs-with-students.aspx

Summary: 

Ruth Reynard addresses five common mistakes instructors make when requiring students to keep blogs for a class or assignment.  Reynard does a thorough job in both outlining and clarifying the mistakes in order to effectively implement blogging as an educational tool if desired.  The five mistakes include ineffective contextualization, unclear learning outcomes, misuse of the environment, illusive grading practices, and inadequate time allocation.  Because each of the discussed mistakes are issues Reynard confronted with her own students, the article offers keen insights and realistic solutions.  This article would be useful for anyone considering requiring student blogging, or even for those struggling with various assignment expectations.

Response:
I enjoyed Reynard's writing style but found some of the suggestion a bit redundant and overemphasized.  As a future teacher I am aware that clear expectations for assignments are necessary and see now how the same expectations must be outlined for a seemingly creative and open format.  Left unchecked, blogging could easily become a forum for 'brain dumping' information or even neglecting the root of the assignment at all.  I wonder how effective blogging is for students in lower grade levels, as Reynard only addressed it in relation to graduate students.  Her comments also reflected on her mistakes made with students, but did not offer any positive scenarios as to the effectiveness of blogging.  It would have been helpful to receive positive feedback on the process, but in highlighting the mistakes some of the benefits were naturally addressed.