Educ w200 final project


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Educ w200 final project

  1. 1. Technology Research Presentation<br />Anthony Wong – EDUC W200<br />Podcasting and Education<br />
  2. 2. Table of Contents<br />Slide 1: Introduction to Podcasting and Education <br />Slide 2: Table of Contents<br />Slide 3-5: Electronic Reading Workshop: Beyond Books with New Literacies and Instructional Technologies<br />Slide 6-8: Proof-Revising with Podcasting<br />Slide 9-11: History to Go: Why iTeach with iPods<br />Slide 12: Conclusion<br />
  3. 3. Electronic Reading Workshop: Beyond Books with New Literacies and Instructional Technologies<br />Emerging technologies require educators to integrate them into the learning environment and curricula to stay up-to-date<br />“New literacies” include not only ebooks but also podcasting, both that assist in the learning process <br />What is podcasting?<br />
  4. 4. More on new-literacy and emerging technology<br />“In the new-literacy classroom, the role that teachers play in orchestrating learning experiences are changing in fundamental ways as effective learning experiences increasingly depend on social learning experiences.”<br />Podcasting is easy to learn online, the article provides this excellent resource on “How to Podcast”.<br />
  5. 5. What I learned about Podcasting and its contribution to learning<br />Utilizing technologies such as podcasting may switch up roles between educator and educated as resources and applications are shared amongst groups of learners.<br />Podcasts can be uploaded or downloaded from the internet, making access easy for sharing projects or presentations.<br />Integrating technology into classroom teaching can enhance the learning environment and further engage with students through technologies that captivate or assist in the learning process.<br />Source: Larson, Lotta C. (2008) . Electronic Reading Workshop: Beyond Books with New Literacies and Instructional Technologies. Journal of Adolescent & Adult Literacy, Vol. 52, No. 2, pp. 121-131. <br />
  6. 6. “Proof-Revising” with Podcasting: Keeping Readers in Mind as Students Listen to and Rethink Their Writing<br />Incorporates both proof-reading and revision into the process, called “proof-revising” in podcast form.<br />This allows the listener to listen for meanings that a stranger might hear and to pay attention to what is written.<br />The goal? To rethink and revise what is written with an eye for how the audience would receive it.<br />Podcasting allows for an audio conversion of writings so that they can be accessed more intimately through listening.<br />
  7. 7. More on “proof-revising” with podcasts:<br />“When you listen to a story read aloud by someone else, it helps you hear things as they are specifically written. When you proof with your eyes only, you read it like you think you wrote it. You don’t always catch errors.” <br />Article contains instructions on how to start podcasting requiring only a computer, microphone, and free, downloadable software such as Audacity.<br />Podcasting in this way is a “complex literary task” and requires a suitable context for writing and improvement<br />
  8. 8. Some Things I Learned about Podcasting for proof-revision:<br />Listening allows one to catch errors they may miss simply by proof-reading written text<br />Many students benefit from hearing their own writings by being able to reflect on how it actually sounds and conveys ideas to others.<br />Integrating technology like podcasting with the learning environment can contribute to complex thinking, learning, and reflecting on the communication process.<br />Source: Davis, Anne and McGrail, Ewa (2009). “Proof-Revising” with Podcasting: Keeping Readers in Mind as Students Listen to and Rethink Their Writing. The Reading Teacher Vol. 62, No. 6, pp. 522-529. <br />
  9. 9. History to Go: Why iTeach with iPods<br />iPods can contribute to positive academic achievement and engagement <br />This technology can help develop oral and listening skills <br />The author used iPods with eight students who recorded direct through a microphone onto the iPod and then transferred it to a classroom accessible location. For large files, they used the free service youSENDit. This allowed for sharing presentations with entire class.<br />
  10. 10. Podcasting and Learning<br />Podcasting allowed for students to review presentations, a process more difficult with a live lecture.<br />Podcasting freed up class time because presentations can be studied outside of class meetings.<br />“I did not want the iPod to become something that students just listened to passively, as they often do during lecture presentations. I wanted them to use it to produce something reflecting the fruits of their own inquiries that would also spark the imaginations of the other students.” <br />Podcasting can present difficulties if students do not already know how to use them and could require skill sharing before use. A video tutorial could help.<br />
  11. 11. Interesting Insights into Teaching History with Podcasting:<br />Podcasting can be used to save time inside the classroom and help organize archives of presentations for review<br />iPods feature a notes function that allows for embedding hyperlinks in text or creating an ebook. For easy ebook creation on iPod, go to iPod Notes.<br />Podcasting for education shows increase attention to detail, as students can review presentation over and over. Likewise, archiving the audio files presents a resource for others to draw upon. <br />Source: Vess, Deborah L. (2006). Education History to Go: Why iTeach with iPods. The History Teacher, Vol. 39, No. 4, pp. 479-492. <br />
  12. 12. Concluding Thoughts about Podcasting and Education<br /> *Emerging technologies like iPods can hold great benefit for the educator when used in a way that maximizes the learning experience.<br /> *Podcasting integrates reviewable audio and video files into a curriculum, offering resources outside of class and also saving in-class instructional time.<br /> *The format of podcasts may engage learners more than traditional approaches to lecturing or presentations.<br /> *The podcast allows for students to be teachers as well as learners, sharing their work in a way that is accessible outside of the classroom. This could facilitate study and immersion in various topics.<br /> *The potential value of podcasting for a social studies curriculum could increase by taking advantage of the wealth of relevant podcasts now available for free on the internet. Podcasts on historical or current events could enrich the learning experience.<br /> *Podcasting has great potential for learning, if only its use become more equitable and distributed across all segments of the learning population. <br />