Journal 8 : Podcasting Nets (1,3,4)

In the internet world that we live in there are so many new technological words that are thrown at an individual that have most of us scratching our heads. Podcasting is one such word, it looks as though its two words stuck together and has little meaning, plus it sounds kind of funny. However Podcasting is basically a combination of some audio and video files that are put together and are available for download via syndication on the we using an RSS feed (really simply syndication).
The definition is a tad confusing as well so to break it down even further I will use a science example. Let say I find a movie about mitosis (how cells divide) on the internet and I want to use the movie in my class I could download the movie (video) and then record my own voice (audio) then combine the two. Now I have an audio/visual movie. I then can use an RSS feed to syndicate my movie to others to watch and to use as needed. Now this can be done in your classroom with any type of visual queues you may want to use (movies, photos, drawings) I just stuck with a simple movie from the internet that would be easily downloaded. The educational value to Podcasting could be matched only by student’s ability to create and express their own ideas on the subject being taught and share with their peers in the classroom
In reading the 2.0 threads there was a lot of great information to be had. One questions that was posed was:
2008 Research Results! Podcast listening is on the rise in all age groups!
Edison Media Research recently reported the results of its study of podcasting trends. See the Blog in the Maze for the details.
Do you see this translating to education as well? Will we see more receptive response for the use of podcasts in teaching?
What I found interesting was that teachers were saying that they have seen a increase in test scores with the use of podcasting and that all levels of education are starting to use podcasting more frequently. So what this thread has reminded me is that Podcasting can be used not only as a visual and listening way of learning but can influence tests scores. SO I need to remember that everyone learns in different ways and we owe it to the students to use all methods we can to get our point across.
In reading another thread the author was talking about how book reviews scripts then recording them and then posting to the class website. I think this would be a great way for students to share information on books, assignments, journal articles, and an array of other materials. If students were assigned the above task in a short time there would be a library of information that students could pull from to help them in their own studies. Plus I think it would be fun to have different voices on a library of resources that students can pull from. I learned from this thread that Podcasting can be used from k-college and that it is not that hard to use this technology. A great website that was in the thread and I recommend for ideas is http://www.runkle.org/Podcasts/index.html


The information came from a professional website for instructors for social interaction and ideas.

Inspiration - NETS (1,2,3)

I created this inspiration diagram using pictures from the internet, clipart from the trial version of inspiration along with becoming efficient in with the inspiration program.

Power Point NETS- (1,3)

Check out this SlideShare Presentation:

Power Point

View more presentations from zlin.

I created this using the power point software, exporting clipart and pictures from various places on the internet, used slideshare to export on to the blog.

Journal # 5 MS

Bull , Glem (2006, April). Collaboration in a Web 2.0 Environment. Learning and Leading with Technology, 33, Retrieved 03/04/09, from http://www.iste.org/AM/Template.cfm?Section=April_No_7_&Template=/MembersOnly.cfm&ContentFileID=2642

The article was a very interesting read in many aspects. I am not sure if the word syndication is a word that many people associate with information but now when I read I shall remember just in case I am unsure what the author is talking about. We have come a long ways from the start of computers and the web. The web is amazing in the transformation that has taken place so fast. When we first started using the web we had to search for the information and now with the 2.0 the information can easily come to each user in the form of XML, RSS, and RDF. Using the web and the individual sites will have our students become more computer savvy along with incorporating the sites they visit into their class work. I was amazed to find out that two years ago 3 out of every 5 students use blogs. I can only imagine how many today use the blogs. Blogs are just one of the many tools students have at their fingertips today, they have Social bookmarking, Emails, Web based word processors that can be used anywhere. As time passes we can see a major change for our students and children that the web though at times very controversial is the way of the future and without understanding this technology the individual is at a huge disadvantage.

Question 1
How could the site RSS, Googledocs, Social Bookmarking, Blogs be useful in a high school science class?
Many times reports are needed or search is sought out in a science classroom, with today’s technology to obtain the answers or validate ones hypothesis can be as easily as a click of a button on the mouse. In researching if the student finds a good site and or if that site is a source they can save it as an RSS site and or social bookmark it so that their peers can see where they got the information. I love googledocs. The way students can interact and work together without being in the same room is outstanding and for small group papers and or presentation googledocs is a solid way to have everyone contribute.

Question 2
What are the benefits of having students use the above types of programs for teachers?
I think that if students are using the Googledocs, RSS, Social Bookmarking, and Blogs...etc…. that as a teacher it would be so easy to follow the logic of the individual student. I could easily just go to the website the students used in their research and see based on what they wrote and what the article stated how the student truly interpreted the article or site. As far as Googledocs this is truly beneficial in that if I assigned a group assignment and wanted to see feedback from peer to peer and who did what this would be a solid way to make sure that everyone student in a group was doing their part. I think as these programs evolve that we as teacher will benefit more and more as will the students.

Classroom Newsletter-NETS (1,3)

News Let Terms

Publish at Scribd or explore others: web media

I used microsoft word for all dimensions and general set up, imported pictures from the internet and clipart from various locations. Used Scribd to publish on the blog

Journal #4 MS

Riedel, Chris (2009, January). Create, Collaborate, Communicate: Empowering Students with 21st century skills. The Journal, Retrieved February 19,2009, from http://www.thejournal.com/articles/23872_1

This article was interesting it gave me a lot to think about and a lot of potential ideas in the classroom. I think what I got most out of this article was as educators we need to think outside the box and utilize all resources that is at our disposal. Learning is not new and we all learn differently, some of us needs hands on, others need step by step approach, or small group interactions while others need minimal instruction to get the task accomplished. With this understanding we should be able to make very creative and compelling place to teach with students being a large part of the teaching process with input on how they learn.

Question #1
How would I with limited resources engage the students with scientific concepts?

One way that I had my students get more out of my lectures was that I took them on a walk around the school and had them identify for themselves scientific interactions. The lesson topic was interactions, and though I could show that on a chalkboard or overhead this lesson is so much more fun when we leave the classroom and experience interactions in nature first hand. I had students sit at the edge of the lake ( taught in Florida) and looked at how animals, insect, and nature interacts with each other and then let the students share ideas, explain what they saw, had them make up test questions. This was truly a great way for the students to be apart of their learning and see and experience what science was about. This is a lot more fun then sitting and lecturing and taking notes for an hour. Problem solving and collaboration with each other is one way that students can learn quicker, and more efficient.

Question #2
What technology would I think would be the most important for students learning? and why?

For a science teacher I believe that the computer is the most important way to learn and teach the concepts. An example, I used virtual dissections before for a few reasons, one beings some students really have no interest in dissections but its part of science. Virtual dissections are great,it can do the cutting and identify the parts of the animal. Using the computer helps students become more efficient not only in science and how to help them in future science class's but they can become more proficient with computers which in turns will help them in all class's and life in general.

Nets for Teachers

1. Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student
learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:
a. promote, support, and model creative and innovative thinking and inventiveness
b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning,
and creative processes
d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual
environments
2. Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to
maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:
a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become
active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using
digital tools and resources
d. provide students with multiple and varied formative and summative assessments aligned with content and technology
standards and use resulting data to inform learning and teaching
3. Model Digital-Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers:
a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success
and innovation
c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats
d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information
resources to support research and learning
4. Promote and Model Digital Citizenship and Responsibility
Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical
behavior in their professional practices. Teachers:
a. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright,
intellectual property, and the appropriate documentation of sources
b. address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools
and resources
c. promote and model digital etiquette and responsible social interactions related to the use of technology and information
d. develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using
digital-age communication and collaboration tools
5. Engage in Professional Growth and Leadership
Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional
community by promoting and demonstrating the effective use of digital tools and resources. Teachers:
a. participate in local and global learning communities to explore creative applications of technology to improve student learning
b. exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community
building, and developing the leadership and technology skills of others
c. evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital
tools and resources in support of student learning
d. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community

Nets for Students


1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes
using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
c. use models and simulations to explore complex systems and issues.
d. identify trends and forecast possibilities.
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance,
to support individual learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments
and media.
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c. develop cultural understanding and global awareness by engaging with learners of other cultures.
d. contribute to project teams to produce original works or solve problems.
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry.
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and
media.
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
d. process data and report results.
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make
informed decisions using appropriate digital tools and resources. Students:
a. identify and define authentic problems and significant questions for investigation.
b. plan and manage activities to develop a solution or complete a project.
c. collect and analyze data to identify solutions and/or make informed decisions.
d. use multiple processes and diverse perspectives to explore alternative solutions.
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical
behavior. Students:
a. advocate and practice safe, legal, and responsible use of information and technology.
b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
c. demonstrate personal responsibility for lifelong learning.
d. exhibit leadership for digital citizenship.
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
a. understand and use technology systems.
b. select and use applications effectively and productively.
c. troubleshoot systems and applications.
d. transfer current knowledge to learning of new technologies.

High School Student Profile

The following experiences with technology and digital resources are examples of learning activities in which students might engage during Grades 9-12 (Ages 14-18):
1.
Design, develop, and test a digital learning game to demonstrate knowledge and skills related to curriculum content. (1,4)
2. Create and publish an online art gallery with examples and commentary that demonstrate an understanding of different historical periods, cultures, and countries. (1,2) 3.
Select digital tools or resources to use for a real-world task and justify the selection based on their efficiency and effectiveness. (3,6)
4. Employ curriculum-specific simulations to practice critical-thinking processes. (1,4) 5. Identify a complex global issue, develop a systematic plan of investigation, and present innovative sustainable solutions. (1,2,3,4) 6. Analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address personal, social, lifelong learning, and career needs. (4,5,6) 7. Design a Web site that meets accessibility requirements. (1,5) 8. Model legal and ethical behaviors when using information and technology by properly selecting, acquiring, and citing resources. (3,5) 9. Create media-rich presentations for other students on the appropriate and ethical use of digital tools and resources. (1,5) 10.
Configure and troubleshoot hardware, software, and network systems to optimize their use for learning and productivity. (4,6)