Podcasting in the Classroom: Make Using it Easy and Inexpensive
http://teachingtechnology.suite101.com/article.cfm/podcasting_in_the_classroom
According to Wikipedia, a podcast is “a series of audio or video digital-media files which is distributed over the Internet by syndicated download, through Web feeds, to portable media players and personal computers.” Basically it is a Web-based radio or television show that can be produced by any person, anywhere, and updated whenever, as long as they have access to the right technology. The article Podcasting in the Classroom: Make Using it Easy and Inexpensive explained the word podcasting comes from two different terms. The terms used are “Ipod” and “Broadcasting.” It is a new technology that enables students to individualize their lesson plans and receive extra help on assignments. It is also something that students can easily pick up as an extra study aid. It allows them to download lectures, music and whatever else a teacher sees fit. They can subscribe to a podcast and their lessons will automatically download to their listening device. In addition, it also assists students with disabilities to spend extra time out of class re-listening to a lecture or a presentation. They can download the aspects of a lesson that interests them specifically or they need extra time with. It works best with auditory learners and is extremely helpful for students who have trouble reading.
Overall, I believe podcasting can be used to achieve several things in the classroom. Podcasting allows students to broadcast their classroom discussions and ideas to a wider audience. Furthermore, students can create their own content and feel a sense of ownership, making them more likely to remember the content during a test. Another reason I believe podcasting is effective is because students help one another understand the content. This creates a positive classroom environment and encourages a subject-centered classroom rather than a teacher-centered classroom. In addition, I think students should use them to share their work, such as speeches and poems. It also helps an absent student to download the recorded lesson. I do, however, believe there are some disadvantages of podcasting in the classroom. These disadvantages include, making sure as a teacher you understand the copyright issues and being prepared to deal with parents who may become upset because their child’s voice can be posted on the internet.
For further research, I would be interested in how effective podcasts are and for what age range it works best with. For the future with podcasts I would like to know if students could be able to take a test via the podcast linked to a testing software.
Friday, October 31, 2008
Friday, October 10, 2008
Web Based Multimedia/Animation
Virtual reality world teaches deaf children math skills
http://www.purdue.edu/UNS/html4ever/2006/060724.Villani.dentedcan.html
A couple of Purdue University professors are developing a highly interactive multimedia learning tool to improve the mathematical abilities of deaf children. The reason for the project is that, for deaf children, reading instruction is delayed; therefore most kids in this age group cannot use traditional textbooks. They also aren’t able to gain advantages through learning opportunities that non-disabled kids have, such as television and dinner table conversation, and their parents may not be fluent enough in sign language to teach them about math.
The interactive learning tool features an interactive PC game, in which 3D avatars communicate with the user in sign language. Even more effective, is extending the program into virtual reality, where the characters and the children can communicate with each other in sign language in real time, in a fully immersive environment.
I think this is a great tool for deaf children to learn math. The game features a variety of stores in which students learn a different math concept. For example, a candy store where they learn addition and subtraction. The pinch gloves which the student wears around their hands, allows them to count items and to add and subtract by putting candy on or off the counter. This can be repeated as many times as the student wants to and at their own pace while providing feedback. The avatar and the child can also communicate; for example, one of the avatars can ask a question and the child can sign a simple answer, such as a number, or the child can pick up a certain number of candies and the avatar can make the sign for that number.
Such a system is an effective teaching tool because it gives the students control over the environment, offers self-paced and repetitive learning, presents concepts in a concrete rather than abstract manner, features an environment that feels safe, and, as a game, is motivational. It also strikes an interest in the students. They are able to create their own characters and make them do whatever they like. All of these characteristics help the student overcome challenges that are common to people with learning disabilities.
I think the PC game is a great.The only problem I see with the virtual reality game is that it is very expensive and since it must be used in a special room, it is impractical for both schools and individuals. For further research, I think the researchers would have to come up with a different option for a portable yet still immersive system. I would also like to research how effective this type of interactive multimedia is with deaf students and for what age.
http://www.purdue.edu/UNS/html4ever/2006/060724.Villani.dentedcan.html
A couple of Purdue University professors are developing a highly interactive multimedia learning tool to improve the mathematical abilities of deaf children. The reason for the project is that, for deaf children, reading instruction is delayed; therefore most kids in this age group cannot use traditional textbooks. They also aren’t able to gain advantages through learning opportunities that non-disabled kids have, such as television and dinner table conversation, and their parents may not be fluent enough in sign language to teach them about math.
The interactive learning tool features an interactive PC game, in which 3D avatars communicate with the user in sign language. Even more effective, is extending the program into virtual reality, where the characters and the children can communicate with each other in sign language in real time, in a fully immersive environment.
I think this is a great tool for deaf children to learn math. The game features a variety of stores in which students learn a different math concept. For example, a candy store where they learn addition and subtraction. The pinch gloves which the student wears around their hands, allows them to count items and to add and subtract by putting candy on or off the counter. This can be repeated as many times as the student wants to and at their own pace while providing feedback. The avatar and the child can also communicate; for example, one of the avatars can ask a question and the child can sign a simple answer, such as a number, or the child can pick up a certain number of candies and the avatar can make the sign for that number.
Such a system is an effective teaching tool because it gives the students control over the environment, offers self-paced and repetitive learning, presents concepts in a concrete rather than abstract manner, features an environment that feels safe, and, as a game, is motivational. It also strikes an interest in the students. They are able to create their own characters and make them do whatever they like. All of these characteristics help the student overcome challenges that are common to people with learning disabilities.
I think the PC game is a great.The only problem I see with the virtual reality game is that it is very expensive and since it must be used in a special room, it is impractical for both schools and individuals. For further research, I think the researchers would have to come up with a different option for a portable yet still immersive system. I would also like to research how effective this type of interactive multimedia is with deaf students and for what age.
Friday, October 3, 2008
Digital Imagery
Making A case for Digital Storytelling
http://216.130.185.103/story/showArticle.php?articleID=174401140
With the technology we have today, storytelling is able to take on a new twist. The article I read about introduced Digital Storytelling by using digital imagery. Digital Storytelling is the process of sharing personal stories through the use of digital expression together with digital media like photos, artwork, animations, sound and music. The lengths of these stories can vary, however, most of the stories used in education typically last between two and ten minutes. The topics that are used in Digital Storytelling can range anywhere from recounting historical events to creating one of your own.
This specific article talks about making your own narrative digital story. Students begin by composing their narrative story, and from that, narrow it down to its essence to develop a script. The script is then rebuilt into a digital story by the inclusion of multimedia in an engaging process that combines composition and creativity to extend the story and make it come alive.
When students are told to design a Digital Story of their own I believe teachers are able to watch students gain proficiency in writing, visual literacy and critical thinking. I also believe Digital Storytelling can also be used to motivate students since most students love to work on computers.Computers provide students access to tools they can use to enhance the expression of their thoughts and ideas in ways they might not be able to do otherwise.There’s a sequence to unfolding a story to the end. In the process of storytelling, students become more creative and improve their verbal organizing skills and the ability to empathize. Now, with technology like this, pictures can enhance storytelling's visual communication and appeal. The process includes planning, writing, editing, illustrating, and producing the components so that we communicate feelings, not just the events.
Not only does this learning experience represent technology added activity but also develops many different types of intellectual skills in students. One in particular, is it helps students to develop a competitive voice, and gives them a chance to be creative through the use of technology. A competitive voice is one that can be heard. A digital publishing resource now has the capability to distribute their story across the world. Overall, the multimedia benefits of a digital story provide opportunities for the story to become reality.
For further research I would like to know what other ways are educators using digital storytelling to enhance learning in the classroom? What grade level is it most effective for? What programs can be used to enhance this activity and make it a more interactive experience?
http://216.130.185.103/story/showArticle.php?articleID=174401140
With the technology we have today, storytelling is able to take on a new twist. The article I read about introduced Digital Storytelling by using digital imagery. Digital Storytelling is the process of sharing personal stories through the use of digital expression together with digital media like photos, artwork, animations, sound and music. The lengths of these stories can vary, however, most of the stories used in education typically last between two and ten minutes. The topics that are used in Digital Storytelling can range anywhere from recounting historical events to creating one of your own.
This specific article talks about making your own narrative digital story. Students begin by composing their narrative story, and from that, narrow it down to its essence to develop a script. The script is then rebuilt into a digital story by the inclusion of multimedia in an engaging process that combines composition and creativity to extend the story and make it come alive.
When students are told to design a Digital Story of their own I believe teachers are able to watch students gain proficiency in writing, visual literacy and critical thinking. I also believe Digital Storytelling can also be used to motivate students since most students love to work on computers.Computers provide students access to tools they can use to enhance the expression of their thoughts and ideas in ways they might not be able to do otherwise.There’s a sequence to unfolding a story to the end. In the process of storytelling, students become more creative and improve their verbal organizing skills and the ability to empathize. Now, with technology like this, pictures can enhance storytelling's visual communication and appeal. The process includes planning, writing, editing, illustrating, and producing the components so that we communicate feelings, not just the events.
Not only does this learning experience represent technology added activity but also develops many different types of intellectual skills in students. One in particular, is it helps students to develop a competitive voice, and gives them a chance to be creative through the use of technology. A competitive voice is one that can be heard. A digital publishing resource now has the capability to distribute their story across the world. Overall, the multimedia benefits of a digital story provide opportunities for the story to become reality.
For further research I would like to know what other ways are educators using digital storytelling to enhance learning in the classroom? What grade level is it most effective for? What programs can be used to enhance this activity and make it a more interactive experience?
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