515 Agenda4

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Week 4 of EDUC 515. Follow along at http://www.billselak.com/educ515

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  • 515 Agenda4

    1. 1. Agenda Week 4 http://www.billselak.com/educ515 Hello Again, Hello How It’s Done Shortcut! Arr-ticles Production Studio Format of the Week New Skill Honest to Blog Monday, February 23, 2009
    2. 2. Agenda Week 4 http://www.billselak.com/educ515 Hello Again, Hello How It’s Done Shortcut! Arr-ticles Production Studio Format of the Week New Skill Honest to Blog Monday, February 23, 2009
    3. 3. Agenda Week 4 Back to Agenda AirSet Questions Social networking: Twitter Globalizing Education One Classroom at a Time Snip URL Collaborative writing on a wiki Video podcasts intro Post to your blog Monday, February 23, 2009
    4. 4. Agenda Week 4 Back to Agenda Awareness Test How many passes does the white team make? Monday, February 23, 2009
    5. 5. Agenda Week 4 Back to Agenda Twitter Follow someone, then see who they follow. @username is a public reply RT is a re-tweet ex: RT @billselak I like foosball. #tag how-to: just follow http://twitter.com/hashtags Monday, February 23, 2009
    6. 6. Agenda Week 4 Back to Agenda Twitter Follow someone, then see who they follow. @username is a public reply RT is a re-tweet ex: RT @billselak I like foosball. #tag how-to: just follow http://twitter.com/hashtags Monday, February 23, 2009
    7. 7. How It’s Done Back to Agenda DekePod episode 10 style: information Monday, February 23, 2009
    8. 8. How It’s Done Back to Agenda DekePod episode 10 style: information Count how many photos there are in this video. Monday, February 23, 2009
    9. 9. Shortcut! Back to Agenda Apple & PC: Shift + Click Select a range of items in finder/explorer. Monday, February 23, 2009
    10. 10. Arr-ticles Back to Agenda Globalizing Education One Classroom at a Time Globalizing Education One Podcast at a Time : October 2006 : THE Journal Page 3 of 4 web resources). Download: More than 90 percent of teachers reported that their content knowledge improved as a result of the professor’s use of podcasting and knowledge of strategies, and 98 percent of teachers found podcasts to be useful for observing alternative strategies for teaching science according to http://www.snipurl.com/article5 current reform visions. The preservice teachers reported several positive influences of podcasting on the student learning experience, including: 1) podcasting saves time (78 percent); 2) the high quality of available resources (94 percent); 3) the accessibility of examples anywhere, anytime (68 percent); 4) the students’ enjoyment of using technology (98 percent); and 5) the teachers’ ability to share teaching examples with other teachers (88 percent). In fact, 82 percent said they planned on continuing podcasting outside of class requirements to improve their teaching. Read It is important to note that more than 95 percent of the students felt their knowledge of children’s thinking improved and that they are aware of a wider variety of strategies due to podcasting, and that 98 percent feel they are better teachers as a result of using podcasting in preservice Think courses. In contrast to their science methods experience, less than 40 percent of preservice teachers placed in the field while taking this course reported having support in the public school for teaching science. As such, the only science lessons most preservice teachers observed were the vicarious immersion into actual teaching events and the thoughtful analysis related to their course supporting their thinking about Respond: science teaching. Due to this background learning context, it may be said that because 98 percent of students believed they were better science teachers than when they started utilizing podcasting, in-class support for exploring children’s thinking about science, and alternative ways of teaching science to children, podcasting has improved preservice teachers’ expertise more http://www.billselak.com/educ 515 than their actual field experience. This is likely attributable to the heavy literacy emphasis they experienced in their teaching assignments, where most of them were discouraged from teaching science (see Figure 1). (fill out Google doc at week 4) Implications for Future Teaching There is little disagreement among educators, administrators, government officials, and scholars that science education in America needs serious attention. But when student teaching and field- based contexts don’t fully support a teacher’s ability to teach science, podcasts can be used to supplement university courses for teacher learning. Teachers are working harder than ever to provide equitable and excellent instruction for all learners on limited time and budgets. Access to media-rich assets, and the ability to easily create and distribute digital media as teaching and learning resources, can make an enormous difference. Podcasting is but one way to enable this kind of professional sharing. http://www.thejournal.com/the/newsletters/smartclassroom/archives/?aid=19444 10/19/2006 Monday, February 23, 2009
    11. 11. Arr-ticles Back to Agenda Globalizing Education One Classroom at a Time Globalizing Education One Podcast at a Time : October 2006 : THE Journal Page 3 of 4 web resources). Download: More than 90 percent of teachers reported that their content knowledge improved as a result of the professor’s use of podcasting and knowledge of strategies, and 98 percent of teachers found podcasts to be useful for observing alternative strategies for teaching science according to http://www.snipurl.com/article5 current reform visions. The preservice teachers reported several positive influences of podcasting on the student learning experience, including: 1) podcasting saves time (78 percent); 2) the high quality of available resources (94 percent); 3) the accessibility of examples anywhere, anytime (68 percent); 4) the students’ enjoyment of using technology (98 percent); and 5) the teachers’ ability to share teaching examples with other teachers (88 percent). In fact, 82 percent said they planned on continuing podcasting outside of class requirements to improve their teaching. Read It is important to note that more than 95 percent of the students felt their knowledge of children’s thinking improved and that they are aware of a wider variety of strategies due to podcasting, and that 98 percent feel they are better teachers as a result of using podcasting in preservice Think courses. In contrast to their science methods experience, less than 40 percent of preservice teachers placed in the field while taking this course reported having support in the public school for teaching science. As such, the only science lessons most preservice teachers observed were the vicarious immersion into actual teaching events and the thoughtful analysis related to their course supporting their thinking about Respond: science teaching. Due to this background learning context, it may be said that because 98 percent of students believed they were better science teachers than when they started utilizing podcasting, in-class support for exploring children’s thinking about science, and alternative ways of teaching science to children, podcasting has improved preservice teachers’ expertise more http://www.billselak.com/educ 515 than their actual field experience. This is likely attributable to the heavy literacy emphasis they experienced in their teaching assignments, where most of them were discouraged from teaching science (see Figure 1). (fill out Google doc at week 4) Implications for Future Teaching There is little disagreement among educators, administrators, government officials, and scholars that science education in America needs serious attention. But when student teaching and field- based contexts don’t fully support a teacher’s ability to teach science, podcasts can be used to supplement university courses for teacher learning. Teachers are working harder than ever to provide equitable and excellent instruction for all learners on limited time and budgets. Access to media-rich assets, and the ability to easily create and distribute digital media as teaching and learning resources, can make an enormous difference. Podcasting is but one way to enable this kind of professional sharing. http://www.thejournal.com/the/newsletters/smartclassroom/archives/?aid=19444 10/19/2006 Monday, February 23, 2009
    12. 12. Arr-ticles Back to Agenda Globalizing Education One Classroom at a Time Globalizing Education One Podcast at a Time : October 2006 : THE Journal Page 3 of 4 web resources). Download: More than 90 percent of teachers reported that their content knowledge improved as a result of the professor’s use of podcasting and knowledge of strategies, and 98 percent of teachers found podcasts to be useful for observing alternative strategies for teaching science according to http://www.snipurl.com/article5 current reform visions. The preservice teachers reported several positive influences of podcasting on the student learning experience, including: 1) podcasting saves time (78 percent); 2) the high quality of available resources (94 percent); 3) the accessibility of examples anywhere, anytime (68 percent); 4) the students’ enjoyment of using technology (98 percent); and 5) the teachers’ ability to share teaching examples with other teachers (88 percent). In fact, 82 percent said they planned on continuing podcasting outside of class requirements to improve their teaching. Read It is important to note that more than 95 percent of the students felt their knowledge of children’s thinking improved and that they are aware of a wider variety of strategies due to podcasting, and that 98 percent feel they are better teachers as a result of using podcasting in preservice Think courses. In contrast to their science methods experience, less than 40 percent of preservice teachers placed in the field while taking this course reported having support in the public school for teaching science. As such, the only science lessons most preservice teachers observed were the vicarious immersion into actual teaching events and the thoughtful analysis related to their course supporting their thinking about Respond: science teaching. Due to this background learning context, it may be said that because 98 percent of students believed they were better science teachers than when they started utilizing podcasting, in-class support for exploring children’s thinking about science, and alternative ways of teaching science to children, podcasting has improved preservice teachers’ expertise more http://www.billselak.com/educ 515 than their actual field experience. This is likely attributable to the heavy literacy emphasis they experienced in their teaching assignments, where most of them were discouraged from teaching science (see Figure 1). (fill out Google doc at week 4) Implications for Future Teaching There is little disagreement among educators, administrators, government officials, and scholars that science education in America needs serious attention. But when student teaching and field- based contexts don’t fully support a teacher’s ability to teach science, podcasts can be used to supplement university courses for teacher learning. Teachers are working harder than ever to provide equitable and excellent instruction for all learners on limited time and budgets. Access to media-rich assets, and the ability to easily create and distribute digital media as teaching and learning resources, can make an enormous difference. Podcasting is but one way to enable this kind of professional sharing. http://www.thejournal.com/the/newsletters/smartclassroom/archives/?aid=19444 10/19/2006 Monday, February 23, 2009
    13. 13. Production Studio Back to Agenda Video Podcasting Use MovieMaker, iMovie, or Final Cut Record quick 10 second clips Build still/video clips into your footage Watch how Deke does it! Monday, February 23, 2009
    14. 14. Format of the Week Back to Agenda Information (video podcast) Teach something. Keep it interesting. Give lots of examples. Move quickly through information! Monday, February 23, 2009
    15. 15. Format of the Week Back to Agenda Information (video podcast) Teach something. Keep it interesting. Give lots of examples. Move quickly through information! “If you’re talking about a belly button, you better show me a picture of a belly button!” -Pat the Sound Guy Monday, February 23, 2009
    16. 16. New Skill Back to Agenda Collaborative writing: Create a wiki page for your project Write outline on wiki (bullet points) Organize & write basic sentences Write one paragraph at a time See our wikispaces how-to wiki Gnu (Skill) Monday, February 23, 2009
    17. 17. New Skill Back to Agenda Collaborative writing: Create a wiki page for your project Write outline on wiki (bullet points) Organize & write basic sentences Write one paragraph at a time See our wikispaces how-to wiki Faith integration: 1. What does your chosen organization do to reach beyond its walls to people in the Gnu surrounding community? (Skill) 2. How can they use technology to reach out? 3. What does this faith system do to reach beyond their walls? Monday, February 23, 2009
    18. 18. Honest to Blog Back to Agenda Go to Google Reader. Review RSS feeds. Comment on 2 classmates’ posts. Write a new blog post reflecting on your class experience so far. Monday, February 23, 2009

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