Interesting Clearing House of Information

Found this site which I thought was fairly interesting. Basically it is a comprehensive "How To.." site, dealing with hardware and software related to podcasting and digital storytelling.
The author has created links to just about anything that you need to know about digital media. There are lots of great links to tutorials and to manufacture's sites that provide technical details on hardware. He has also included several links to program ideas.
 

Click here to visit the site or use the Digital Media Resources link in the sidebar.

SlideShow

I found a neat slideshow on educational podcasting. Click on the link at the side to view it.

Basically the slide show provides so ideas for podcasting uses in the schools. The idea of having Kindergarten students take home iPods with their vocabulary words on podcast was interesting.

Podcasts/Digital Storytelling (DS)

As I have been going through the vast amount of information on podcasting and digital storytelling (DS), one thing has become abundantly clear, there is absolutely no limit to what can be done using DS in the classroom. I do not believe that there is one curriculum area that can't be explored using this technology, nor is DS specific to any particular grade. The possibilities appear to be endless when thinking about how this technology can be used within our classrooms. Therein lies the problem for some educators, the technology no matter how good or simple to use is getting in the way.

For many educators, and I include myself, see huge benefits to our student's engagement and enthusiasm in their learning. Teachers see these wonderful podcasts, iMovies, digital stories that can be created and are quite willing to join the technological parade. However, this is where sometimes I can see problems occurring. Wanting to run before we can walk can quickly stall or collapse a wonderful lesson.

The KISS principle really works here; start with what you want your kids to learn and work backwards:
1) Start with what curriculum expectation
2) How you want the students to communicate their knowledge and understanding
3) Where are the students starting from - schema, background
4) How much time do you have
5) What resources will you need to support students - technological, print, human etc
6) What will the lesson cycle look like

I really liked this podcast and its message for teachers when thinking about how to set up a podcast in the classroom.

Auditory Learners/Differentiated Instruction

With all the attention presently being given to Differentiated Instruction in the classroom, understanding our students and how they learn is a must in order to differentiate effectively.
Howard Gardiner's Multiple Intelligences identifies those who have strengths in the Verbal-Linguistic and Musical-Rhythmic subcapacities as being highly auditory. Getting students and teachers to understand and identify what strengths are found in a classroom of learners will help generate a more engaged learning community, in the end, that is what differentiation is all about. Coming up with a "Choice Board" which does not take into account the learning styles in the classroom is a waste of the teacher's time and a cause of frustration for the students.
Those who are auditory learners can benefit from listening to a passage rather than reading it themselves. A podcast that is well mastered with musical intros will be far more appealing to some students, and create an opportunity for success, which may not have been present before.
In terms of the students who benefit from auditory material and instructions, I also think about some of my struggling readers/writers. I often have one particular student use Kurzweil3000 software that scans and reads the text that the rest of the class is working on. I also have a couple of students that use DragonNaturally Speaking to "dictate" their responses, which are then printed out later.
In the end even though technology seems to be moving faster than we can keep up with it, the exciting reality is that more than ever before we have the technological tools which will allow all of our students and opportunity to take meaning and communicate and share their understanding of the material we are teaching

ESL and Podcasts

I found it interesting that Apple has a podcasting area for English as a Second Language (ESL). I believe these types of resources for our ESL students broaden not only the student’s grasp of the English language but can also be shared with other family members to expand (if desired) the whole family’s English language skills. Having the ability to do vocabulary practice through podcasting reminds me a bit of the “Learn to speak…” tapes that we used to be able to get. Apple’s ESL podcasts are mostly free of charge, there are over 100 trendy podcasts to choose from (they seem to be suited for an adult audience but perhaps useful in adult education settings) and they average about 20 minutes in length.

Lingo....

I’m assuming that Vodcasts are the same as video podcasts and Screencasts are…the same as video podcasts? Arg, this is frustrating to get the lingo down.

I did find it interesting that screencasts/vod casts/video podcasts/digital storytelling are popular enough to warrant an elementary film festival in the States. http://t4.jordan.k12.ut.us/t4/content/view/233/38/

Displays a neat variety of student generated digital storytelling...

Comment on Software Rubric Criteria

I agree with the potential rubric criteria that have been listed in postings. I’d like to add my opinions and expand on some of the comments.

Re: Support Documentation - this should be available for both students and instructors. I would love the opportunity to plan using the teacher’s book to ensure I’m getting the software package into the best possible spot in my class’ curriculum.

Re: Cultural Sensitivity – I also think consideration needs to be given to gender and different family composition. I also feel that I want Canadian content when possible including references, spellings and pronunciations. For pronunciations, I feel it is important to have those little sound byte buttons for students to use to help with appropriate Canadian pronunciations.

Re: Is the software current or out of date – I’d also like to know if there are plans for this software’s future (add ons, updates, revisions) so that our school/school board is making a sound investment

Re: Educational based programs vs. game based programs – Does it truly need to be one or the other? I think that some game based programs are educational such as ***. I agree that if it is game based, it needs to be curriculum aligned as mentioned in multiple postings. I always like to think of the theory of “flow” (Csikszentmihalyi, M.). I’ve borrowed this information from the following website: http://www.616.ips.k12.in.us/Theories/Flow/default.aspx
What is meant by the term "flow?" The state in which people are so involved in an activity that nothing else seems to matter, totally unaware of your surroundings but enjoying the task and having fun while doing so. Where people are highly motivated or intrinsically motivated. Sometimes students understand the simpler meaning " getting into the rhythm of things"
How do we get students intrinsically or self motivated? By offering activities, (games, puzzles, manipulatives and other challenges in the symbol system) in the multiple intelligences, by getting them to understand they can have fun and learn at the same time. The activities are learning tools for them. This is a choice time, where they are in control of their own actions and decisions and they can gain some confidence by making decisions on their own.
Re: Surrogate teacher vs. Self-directed/Tutorials – The other David (☺) proposed that software should not be a surrogate teacher but should be able to be self-directed. Could these two concepts be at odds with each other? Sometimes, we need the computer software to be a surrogate teacher and our role is to enhance the learning from the software. When I’m in our computer lab with my class, I’m glad that some students are engrossed in a program that is challenging them at the level they need to be. This allows me to ensure that students are engaging in something that challenges them and it’s something that is appropriate. I don’t feel because a software program is teaching my students that I’ve abdicated my role or responsibility for the class.