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

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. 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. 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. Agenda Week 4
Back to Agenda
Awareness Test
How many passes does the white team make?
Monday, February 23, 2009

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. 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. How It’s Done
Back to Agenda
DekePod episode 10
style: information
Monday, February 23, 2009

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. Shortcut!
Back to Agenda
Apple & PC:
Shift + Click
Select a range of items in finder/explorer.
Monday, February 23, 2009

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. 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. 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. 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. 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. 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. 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. 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. 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