This document discusses the benefits of using blogs and podcasts in the classroom. Blogs allow teachers to easily share information with students, and provide opportunities for students to read, write, and collaborate. Podcasts allow teachers to share lessons and schedules with students, and enable students to record assignments or discuss topics. While computers alone may not significantly improve academic achievement, they provide students with unlimited research resources and learning materials not available from teachers alone.
Urabe Hiromi attended several educational webinars over the course of a month. The first webinar was boring as the presenter simply read slides verbatim. However, the third webinar about using Blackboard Collaborate was engaging and demonstrated how to utilize the platform's features to teach remotely. This webinar stood out for its use of video and audio to make interactions feel more genuine. Overall, Urabe found the webinar experience stimulating and a chance to learn with an international audience. Attending webinars was a new experience that they would like to continue in the future.
Orientation Webinar LIST 5373 Summer 2016 May 24 6 pm, CSTPeggy Semingson
This document provides information about an optional orientation webinar for an online course. The webinar will take place on May 24, 2016 from 6:00-6:45 PM CST. Students have the option to either attend the live webinar or view the recording. The document provides instructions for accessing the webinar through a desktop, laptop, or mobile device. It also lists the objectives and agenda for the webinar, which will include reviewing assignments, discussing library databases, and interacting with peers. Contact information is provided for any technical support issues.
This document provides tips for online student success in 3 sentences or less:
Ensure you meet technology requirements and have backup access; set up a study schedule and spaces to minimize distractions; connect with classmates through online discussions and study groups to build relationships and stay motivated.
This 12-week pilot course taught course developers and instructors how to teach online using the Desire 2 Learn (D2L) platform. Participants learned how to use various tools in D2L as well as other online teaching tools. They created online course materials like syllabi, discussions, and quizzes. Participants shared tips on using tools like Audacity, Elluminate, and creating accessible PowerPoint presentations. They explored new technologies and reflected on turning face-to-face courses into online formats. The goal was to learn practical online teaching skills and experience online learning from the student perspective.
This document provides information about an optional webinar for a class on literacy instruction. It includes:
- Details about joining the webinar online or via app
- An outline of discussion topics including assignments, reading progress, and key ideas from weeks 1-2
- Questions that will be asked of students about their professional development handout and how their studies are going
- Advice and quotes on topics like emergent literacy, reading development theories, and the role of modeling
Urabe Hiromi attended several educational webinars over the course of a month. The first webinar was boring as the presenter simply read slides verbatim. However, the third webinar about using Blackboard Collaborate was engaging and demonstrated how to utilize the platform's features to teach remotely. This webinar stood out for its use of video and audio to make interactions feel more genuine. Overall, Urabe found the webinar experience stimulating and a chance to learn with an international audience. Attending webinars was a new experience that they would like to continue in the future.
Orientation Webinar LIST 5373 Summer 2016 May 24 6 pm, CSTPeggy Semingson
This document provides information about an optional orientation webinar for an online course. The webinar will take place on May 24, 2016 from 6:00-6:45 PM CST. Students have the option to either attend the live webinar or view the recording. The document provides instructions for accessing the webinar through a desktop, laptop, or mobile device. It also lists the objectives and agenda for the webinar, which will include reviewing assignments, discussing library databases, and interacting with peers. Contact information is provided for any technical support issues.
This document provides tips for online student success in 3 sentences or less:
Ensure you meet technology requirements and have backup access; set up a study schedule and spaces to minimize distractions; connect with classmates through online discussions and study groups to build relationships and stay motivated.
This 12-week pilot course taught course developers and instructors how to teach online using the Desire 2 Learn (D2L) platform. Participants learned how to use various tools in D2L as well as other online teaching tools. They created online course materials like syllabi, discussions, and quizzes. Participants shared tips on using tools like Audacity, Elluminate, and creating accessible PowerPoint presentations. They explored new technologies and reflected on turning face-to-face courses into online formats. The goal was to learn practical online teaching skills and experience online learning from the student perspective.
This document provides information about an optional webinar for a class on literacy instruction. It includes:
- Details about joining the webinar online or via app
- An outline of discussion topics including assignments, reading progress, and key ideas from weeks 1-2
- Questions that will be asked of students about their professional development handout and how their studies are going
- Advice and quotes on topics like emergent literacy, reading development theories, and the role of modeling
The document discusses how teachers can use internet activities to energize ESL/EFL classrooms. It outlines four categories of internet-based activities: (1) activities that involve searching for information, (2) publishing information on web pages or blogs, (3) conversational activities through email or chats, and (4) activities that allow students to reply or talk. The document provides examples for each category and recommendations for teachers to ensure activities maintain student interest and provide learning opportunities, such as checking students' work before publication to reduce anxiety over mistakes.
Podcasting can be used as an educational tool to improve student skills like vocabulary, writing, and public speaking. Teachers can use podcasts to record class lessons for absent students, book reviews to spark interest, and assignment details. Students can create podcasts for book reports, how-to papers, debates and more. Podcasting is a creative and innovative tool that even parents find productive for monitoring tests and homework.
This document summarizes a student's reflections on their learning about new technologies throughout their course. The student discusses what they were able to do with technology at the beginning versus the end of the course. They express that teachers should be proficient with technology and resources like blogs and podcasts. The student notes how the course helped them understand the importance of technology in teaching. They provide summaries and reflections on several educational technology websites and resources. Overall, the document reflects on the student's growth in technological skills and perspective on effective educational uses of technology.
The parrot of purpose sits on my shoulder - A journey with ICT in a junior cl...Tina Donnell
This presentation will document my learning journey with ICT in a junior classroom and explore authentic ways to embed ICT into the curriculum. There will be particular reference to Kid Pix, digital cameras and Web 2.0 tools including blogging, and voice thread, as well as building a professional learning network through twitter.
Podcasts can be recorded audio only or audio with images and music. They are an alternative way for students to access instruction, review material, and demonstrate their learning. Creating podcasts allows students to work individually or collaboratively while developing skills like writing, speaking, and critical thinking. Teachers can create podcasts to provide lesson reviews, explanations, or assignments, while students can make podcasts to tell stories, share projects, or communicate what they've learned. Basic free software and equipment like Audacity and a USB microphone are needed to record and produce podcasts.
Podcasting and Education - presented at PodcampAzAlan Lew
1. The document discusses the use of podcasts in teaching, providing examples from a geography class at Northern Arizona University.
2. It describes different types of podcast content that can be used, such as lecture recordings, supplemental materials, and student-created podcasts.
3. The professor discusses how podcasts were incorporated into the class, including listening to and discussing podcasts, live audio sessions, and a final student-created podcast assignment.
EFL Writing for Digital Natives: Reimagining instruction for new realities.B L
Action research was carried out to study the effects of providing opportunities for EFL digital native
students to reflect about their writing by means of scaffolded Web 2.0 activities in a wiki. Online
tools, materials, activities and student text samples will be presented. Results and
pedagogical implications will be discussed.
The document discusses making e-learning effective by engaging and extending learning beyond formal classroom settings. It advocates using multimedia like images, videos and simulations to engage learners. Extended learning involves connecting learners through collaboration tools and social networks to continue learning informally. The key is to focus on the learner experience and use technology to facilitate transformation, not just information accumulation.
The teacher writes a rebuttal to the mathematics supervisor disputing claims made in a previous memo. Specifically, the teacher takes issue with characterizations of enrichment activities in their honors classes and claims about lesson planning and complaints. The teacher provides context and examples to support their perspective and wonders why the situation has "been blown so out of proportion." The teacher details their experience and contributions to argue they should not be "penalized" or told "how to teach."
Exploring web 2.0 resources relating to english language teachingJack Tseng
The document outlines an agenda for a presentation on integrating web 2.0 tools into English language teaching. It discusses the needs and preferences of students, demonstrates various web tools for vocabulary, writing, speaking and other skills, and provides examples of lesson plans integrating these tools. The presentation encourages participants to explore tools, share how they can be applied to ELT, and develop their own lesson plan using a web 2.0 technology.
This document contains a student's weekly journal entries reflecting on their online coursework. The student discusses their experiences with various online tools and platforms, like virtual class tours, presentations, forums, and Edmodo. They note how activities made them feel and any problems encountered. Overall, the student seemed engaged with learning about new technologies and integrating them. They realized the advantages technology provides but also saw ways they still need practice and experience with computers. Maintaining the reflective journal helped the student assess their own learning process and identify strengths and areas for improvement.
This document lists and briefly describes 99 Web 2.0 tools for teachers. It discusses tools for creating presentations, hosting images and files, collaborating on documents, creating flashcards, quizzes and surveys, sharing videos and lessons, communicating with students, and more. Many of the tools are free or have free basic accounts available to teachers. The tools allow teachers to incorporate new technologies into their lessons and communicate more effectively with students.
The document provides guidance for teachers on beginning to integrate technology into the 21st century classroom. It recommends teachers start by assessing available resources, including student and teacher technology skills and access to hardware and software. Teachers should then begin with small, simple technology integrations, such as using word processing for writing or online math games. Examples are provided of ways to incorporate technologies like Smartboards, digital cameras and video into different subject areas.
Foundation Phase teachers are increasingly using technology in their classrooms. Teachers in South Africa now have access to free online courses, webinars, and social media platforms like Twitter and Pinterest to connect with other educators. Young students are also starting to use technology at earlier ages. Kindergarten and Grade 1 teachers highlighted use social media, blogs, Skype, and digital portfolios to collaborate globally and enhance learning. While classrooms were once isolated, technology now allows easy connections between classrooms worldwide. The conclusion is that technology, used appropriately, can support good teaching by allowing students to learn in ways that align with their digital interests and skills.
The document discusses using ICT in the classroom and strategies for effective classroom management when using computers. It provides tips for starting each day with a digital recording of the children's news. Example templates and software like KidPix and PowerPoint are recommended for creating these recordings. Effective routines and rules for computer use are emphasized, including only working with one group at a time and using visual cues to avoid interruptions.
Andre took a learning preferences survey and identified as a visual learner. This class helped Andre learn strategies to utilize their visual learning preference, including various online tools. Andre found podcasts and screencasts particularly useful. Google Docs allowed for collaborative work, benefiting Andre as a visual learner. After the class, Andre plans to continue using podcasts, multimedia like YouTube, and visual learning strategies.
How Foundation Phase teachers around the world are using technology in their ...eclassroom
1. Foundation Phase teachers around the world are increasingly using technology like Skype, blogs, and Twitter in their classrooms to connect students to other classrooms and experts. This allows for collaborative learning experiences.
2. Kindergarten and Grade 1 teachers discussed using tools like blogs and Twitter to get young students writing and learning about the world. Grade 2 teachers explored using research and digital storytelling.
3. The conclusion is that technology, when used effectively, allows students to learn in new ways and share their work more broadly. It should enhance traditional teaching instead of replacing it. Teachers are encouraged to try new tech tools and share ideas both locally and globally.
1. Personalize the experience by using technology to collect student data and tailor content, formats, and pacing to individual student needs, preferences, devices, and learning styles.
2. Decentralize support by improving connections between students through decentralized tools that allow peer-to-peer learning and question/answer sharing beyond the classroom.
3. Support interstitial learning by enabling educational activities and access during "in-between times" using mobile devices and flexible online resources students can engage with anywhere.
This document summarizes the learning and technology skills gained by an elementary school teacher over the course of a year. They learned to use blogs, wikis, document cameras, Skype and more. They shared their knowledge with other teachers through workshops and collaboration. The teacher found technology helped make lessons more engaging for students and opened new ways of teaching and communication.
These three lesson plans are available for all trial users. Start out free trial: www.petrasplanetforschools.com/free-trial and put the lesson plans in use!
More lesson plans available for paid customers. New lesson plans are developed on a constant basis.
This document discusses using various technologies in the classroom, including podcasting, blogging, and interactive whiteboards. It provides an overview of articles on each technology that highlight benefits such as allowing students to publish for a global audience, facilitating collaboration and peer learning, and serving as an assistive tool. The document concludes by emphasizing that technology should be used to enhance learning and teach students responsibility, and that teachers now have many new tools available to engage students.
This document summarizes key points from 4 articles about using podcasts in education. The first article defines podcasts and their uses and limitations in the classroom. The second describes a professor who records lectures as podcasts, finding it improves learning. The third provides 10 easy steps for teachers to create classroom audio podcasts. The last concludes that podcasting is a useful, engaging, and affordable classroom tool that allows students to review lessons and parents to connect to the classroom.
The document discusses how teachers can use internet activities to energize ESL/EFL classrooms. It outlines four categories of internet-based activities: (1) activities that involve searching for information, (2) publishing information on web pages or blogs, (3) conversational activities through email or chats, and (4) activities that allow students to reply or talk. The document provides examples for each category and recommendations for teachers to ensure activities maintain student interest and provide learning opportunities, such as checking students' work before publication to reduce anxiety over mistakes.
Podcasting can be used as an educational tool to improve student skills like vocabulary, writing, and public speaking. Teachers can use podcasts to record class lessons for absent students, book reviews to spark interest, and assignment details. Students can create podcasts for book reports, how-to papers, debates and more. Podcasting is a creative and innovative tool that even parents find productive for monitoring tests and homework.
This document summarizes a student's reflections on their learning about new technologies throughout their course. The student discusses what they were able to do with technology at the beginning versus the end of the course. They express that teachers should be proficient with technology and resources like blogs and podcasts. The student notes how the course helped them understand the importance of technology in teaching. They provide summaries and reflections on several educational technology websites and resources. Overall, the document reflects on the student's growth in technological skills and perspective on effective educational uses of technology.
The parrot of purpose sits on my shoulder - A journey with ICT in a junior cl...Tina Donnell
This presentation will document my learning journey with ICT in a junior classroom and explore authentic ways to embed ICT into the curriculum. There will be particular reference to Kid Pix, digital cameras and Web 2.0 tools including blogging, and voice thread, as well as building a professional learning network through twitter.
Podcasts can be recorded audio only or audio with images and music. They are an alternative way for students to access instruction, review material, and demonstrate their learning. Creating podcasts allows students to work individually or collaboratively while developing skills like writing, speaking, and critical thinking. Teachers can create podcasts to provide lesson reviews, explanations, or assignments, while students can make podcasts to tell stories, share projects, or communicate what they've learned. Basic free software and equipment like Audacity and a USB microphone are needed to record and produce podcasts.
Podcasting and Education - presented at PodcampAzAlan Lew
1. The document discusses the use of podcasts in teaching, providing examples from a geography class at Northern Arizona University.
2. It describes different types of podcast content that can be used, such as lecture recordings, supplemental materials, and student-created podcasts.
3. The professor discusses how podcasts were incorporated into the class, including listening to and discussing podcasts, live audio sessions, and a final student-created podcast assignment.
EFL Writing for Digital Natives: Reimagining instruction for new realities.B L
Action research was carried out to study the effects of providing opportunities for EFL digital native
students to reflect about their writing by means of scaffolded Web 2.0 activities in a wiki. Online
tools, materials, activities and student text samples will be presented. Results and
pedagogical implications will be discussed.
The document discusses making e-learning effective by engaging and extending learning beyond formal classroom settings. It advocates using multimedia like images, videos and simulations to engage learners. Extended learning involves connecting learners through collaboration tools and social networks to continue learning informally. The key is to focus on the learner experience and use technology to facilitate transformation, not just information accumulation.
The teacher writes a rebuttal to the mathematics supervisor disputing claims made in a previous memo. Specifically, the teacher takes issue with characterizations of enrichment activities in their honors classes and claims about lesson planning and complaints. The teacher provides context and examples to support their perspective and wonders why the situation has "been blown so out of proportion." The teacher details their experience and contributions to argue they should not be "penalized" or told "how to teach."
Exploring web 2.0 resources relating to english language teachingJack Tseng
The document outlines an agenda for a presentation on integrating web 2.0 tools into English language teaching. It discusses the needs and preferences of students, demonstrates various web tools for vocabulary, writing, speaking and other skills, and provides examples of lesson plans integrating these tools. The presentation encourages participants to explore tools, share how they can be applied to ELT, and develop their own lesson plan using a web 2.0 technology.
This document contains a student's weekly journal entries reflecting on their online coursework. The student discusses their experiences with various online tools and platforms, like virtual class tours, presentations, forums, and Edmodo. They note how activities made them feel and any problems encountered. Overall, the student seemed engaged with learning about new technologies and integrating them. They realized the advantages technology provides but also saw ways they still need practice and experience with computers. Maintaining the reflective journal helped the student assess their own learning process and identify strengths and areas for improvement.
This document lists and briefly describes 99 Web 2.0 tools for teachers. It discusses tools for creating presentations, hosting images and files, collaborating on documents, creating flashcards, quizzes and surveys, sharing videos and lessons, communicating with students, and more. Many of the tools are free or have free basic accounts available to teachers. The tools allow teachers to incorporate new technologies into their lessons and communicate more effectively with students.
The document provides guidance for teachers on beginning to integrate technology into the 21st century classroom. It recommends teachers start by assessing available resources, including student and teacher technology skills and access to hardware and software. Teachers should then begin with small, simple technology integrations, such as using word processing for writing or online math games. Examples are provided of ways to incorporate technologies like Smartboards, digital cameras and video into different subject areas.
Foundation Phase teachers are increasingly using technology in their classrooms. Teachers in South Africa now have access to free online courses, webinars, and social media platforms like Twitter and Pinterest to connect with other educators. Young students are also starting to use technology at earlier ages. Kindergarten and Grade 1 teachers highlighted use social media, blogs, Skype, and digital portfolios to collaborate globally and enhance learning. While classrooms were once isolated, technology now allows easy connections between classrooms worldwide. The conclusion is that technology, used appropriately, can support good teaching by allowing students to learn in ways that align with their digital interests and skills.
The document discusses using ICT in the classroom and strategies for effective classroom management when using computers. It provides tips for starting each day with a digital recording of the children's news. Example templates and software like KidPix and PowerPoint are recommended for creating these recordings. Effective routines and rules for computer use are emphasized, including only working with one group at a time and using visual cues to avoid interruptions.
Andre took a learning preferences survey and identified as a visual learner. This class helped Andre learn strategies to utilize their visual learning preference, including various online tools. Andre found podcasts and screencasts particularly useful. Google Docs allowed for collaborative work, benefiting Andre as a visual learner. After the class, Andre plans to continue using podcasts, multimedia like YouTube, and visual learning strategies.
How Foundation Phase teachers around the world are using technology in their ...eclassroom
1. Foundation Phase teachers around the world are increasingly using technology like Skype, blogs, and Twitter in their classrooms to connect students to other classrooms and experts. This allows for collaborative learning experiences.
2. Kindergarten and Grade 1 teachers discussed using tools like blogs and Twitter to get young students writing and learning about the world. Grade 2 teachers explored using research and digital storytelling.
3. The conclusion is that technology, when used effectively, allows students to learn in new ways and share their work more broadly. It should enhance traditional teaching instead of replacing it. Teachers are encouraged to try new tech tools and share ideas both locally and globally.
1. Personalize the experience by using technology to collect student data and tailor content, formats, and pacing to individual student needs, preferences, devices, and learning styles.
2. Decentralize support by improving connections between students through decentralized tools that allow peer-to-peer learning and question/answer sharing beyond the classroom.
3. Support interstitial learning by enabling educational activities and access during "in-between times" using mobile devices and flexible online resources students can engage with anywhere.
This document summarizes the learning and technology skills gained by an elementary school teacher over the course of a year. They learned to use blogs, wikis, document cameras, Skype and more. They shared their knowledge with other teachers through workshops and collaboration. The teacher found technology helped make lessons more engaging for students and opened new ways of teaching and communication.
These three lesson plans are available for all trial users. Start out free trial: www.petrasplanetforschools.com/free-trial and put the lesson plans in use!
More lesson plans available for paid customers. New lesson plans are developed on a constant basis.
This document discusses using various technologies in the classroom, including podcasting, blogging, and interactive whiteboards. It provides an overview of articles on each technology that highlight benefits such as allowing students to publish for a global audience, facilitating collaboration and peer learning, and serving as an assistive tool. The document concludes by emphasizing that technology should be used to enhance learning and teach students responsibility, and that teachers now have many new tools available to engage students.
This document summarizes key points from 4 articles about using podcasts in education. The first article defines podcasts and their uses and limitations in the classroom. The second describes a professor who records lectures as podcasts, finding it improves learning. The third provides 10 easy steps for teachers to create classroom audio podcasts. The last concludes that podcasting is a useful, engaging, and affordable classroom tool that allows students to review lessons and parents to connect to the classroom.
This document summarizes key points from four articles about using podcasts in education. The first article defines podcasts and their uses and limitations in the classroom. The second describes a professor who records lectures as podcasts, finding it improves learning for both in-class and outside students. The third provides tips for easy classroom podcasting, including inviting a global audience. The final section concludes that podcasting is engaging, affordable and helps students progress through relistening to lessons.
The document discusses blogs, wikis, and podcasts as language learning resources. It provides an overview of each tool, including definitions, examples of how they can be used for language teaching, and steps to implement them in the classroom. Blogs allow for diary entries, reactions to class topics, and interaction between students. Wikis enable collaborative writing and provide a non-linear structure. Podcasts make audio files accessible for listening and language practice. The document explores advantages and considerations for using each tool and provides example platforms.
The document discusses blogs, wikis, and podcasts as language learning resources. It provides an overview of each tool, including definitions, examples of how they can be used for language teaching, and steps to implement them. Blogs allow for diary entries, reactions to class topics, and interaction. Wikis enable collaborative editing of pages. Podcasts make audio files accessible for listening and can include recordings of lectures. The document outlines platforms for each tool and considerations for teaching with social software.
The document discusses blogs, wikis, and podcasts as language learning resources. It provides an overview of each tool, including definitions, examples of how they can be used for language teaching, and steps to implement them. Blogs allow for diary entries, reactions to class topics, and interaction. Wikis enable collaborative editing of pages. Podcasts make it possible to listen to audio files on any topic. The document explores advantages like practicing language in a real-world setting, and disadvantages like time required. Overall it serves as a guide for incorporating social software into language instruction.
Differentiating Instruction with Technologybianca22slg
This document provides an overview of various digital tools that can be used for differentiation, content creation, and assessment. It discusses tools like ThingLink that allow adding interactive content to images, Educreations and Explain Everything for creating videos, Haiku Deck and Popplet for presentations, and Blendspace for creating learning pathways. It also covers tools for developing writing like Boomwriter and Storybird, creating digital stories with apps like iMovie and MovieMaker, and building ePortfolios using Google Drive, blogs, and other platforms. Recommendations and resources for using these tools in the classroom are provided.
A handout for our (Jo&Anita) seminar held on 31st May, 2013.
Unfortunately, the links towards the end are not working, so you have to type them into your browser. We've made a shorter version of the link to the spreadsheet so that you don't have to type a very long URL.
Any comments, ideas are welcome! :)
Blogs, Wikis, and Podcasts. Language Learning Resources discusses social software tools for language teaching including blogs, wikis, and podcasts. It provides definitions of each tool, how to implement them in language courses, advantages and disadvantages, and implications for teaching and learning. Blogs allow students to practice writing and receive feedback. Wikis enable collaborative writing and show the evolution of content. Podcasts make learning portable and allow students to access recordings outside the classroom. These tools offer low-cost ways to engage students and make education more accessible if implemented properly with clear guidelines.
The document discusses various ways that Moodle is being used in different educational sectors, including elementary, secondary, post-secondary, and not-for-profit adult education. Some key uses of Moodle mentioned include providing resources and forums for collaboration between teachers and students; creating personalized learning spaces; facilitating feedback and assessment; and addressing diverse learning styles. Moodle allows for sharing of files, videos, and other multimedia; group projects; and online testing and evaluation. Overall, Moodle provides opportunities for communication, resource sharing, and interactive learning activities across different subject areas and grade levels.
The PowerPoint slides that I've used during the "Innovations in Learning Design and Technology for Distance Education" workshop for the delegates from the Open University of China, 3rd – 7th of June, 2013. University of Leicester, UK
This document discusses the use of podcasting in education. It provides examples of how podcasts have been used at the university level, such as Duke University providing iPods to incoming freshmen loaded with orientation materials. Podcasts allow students to listen to recorded lectures multiple times, which can help improve exam scores. They also make instruction more convenient and flexible. The document also discusses studies that found students performed better on assignments when creating their own podcasts to share, and that podcasts engage different learning styles. However, podcasts could reduce class attendance if made too readily available. Overall, the conclusion is that podcasting benefits both students and teachers, and will continue growing in popularity in education.
This document discusses the use of podcasting in education. It provides examples of how podcasts have been used at the university level, such as Duke University providing iPods to incoming freshmen loaded with orientation materials. Podcasts allow students to listen to recorded lectures multiple times, which can help improve exam scores. They also make instruction more convenient and flexible. The document also discusses studies that found students may skip classes if lectures are available as podcasts, but podcasts can engage different learning styles. Overall, podcasting is expected to become more widely used in education.
Web technologies like blogging, podcasting, and media sharing are shaping education by allowing teachers and students to more easily communicate and access information. Blogging gives students and teachers a personal space online to share work, ask questions, and get feedback. Podcasting provides a way to distribute educational audio content that students can listen to anywhere. Media sharing sites like Flickr and YouTube contain educational images and video that can supplement lessons. However, social networking sites may pose privacy risks, so some schools ban their use or only allow controlled access through sites like ClassPress. Overall, these new technologies help teachers and students stay connected while enhancing learning opportunities.
Web technologies like blogging, podcasting, and media sharing are shaping education by allowing teachers and students to more easily communicate and access information. Blogging gives students and teachers a personal space online to share work, ask questions, and get feedback. Podcasting provides a way to deliver educational content that students can access anywhere. Media sharing sites like Flickr and YouTube contain educational images and video that can supplement lessons. However, social networking sites also pose some risks if personal information is shared, and finding relevant information online remains challenging. Overall, these new technologies are helping to make educational resources more accessible.
This document discusses several practical Web 2.0 applications for teachers and students: Blogger, Wikispaces, podcasts, and Delicious. Blogger allows students to discuss topics in writing and teachers to model writing. Wikispaces enables student collaboration and publishing projects. Podcasts develop listening skills and introduce topics. Delicious helps teachers organize websites. The document advocates demonstrating uses of these tools to administrators and parents and continuing professional development to incorporate new technologies.
The document summarizes a podcasting workshop that covers introducing podcasting and its uses, planning and creating podcasts, and two case studies on using podcasts in education. The workshop includes defining podcasting, discussing its educational benefits, providing guidance on planning podcasts, demonstrating how to record and publish podcasts, and presenting two examples of podcasts being used at the University of Cape Town in different departments and ways.
The document summarizes a podcasting workshop that covers introducing podcasting and its uses, planning and creating podcasts, and two case studies on using podcasts in education. The workshop includes defining podcasting, discussing its educational benefits, providing guidance on planning podcasts, demonstrating how to record and publish podcasts, and presenting two examples of podcasts being used at the University of Cape Town in different departments and ways.
The document introduces classroom podcasting and provides guidance on creating podcasts with students. It explains that podcasts can enhance learning by encouraging creativity, collaboration, and giving students an authentic voice. It also teaches effective communication skills. The document then provides steps for getting started, including planning, gathering equipment, learning software, rehearsing, recording, editing, converting to MP3 format, and sharing the podcast.
1. Computers in the classroom are vital for student learning
and they provide many aids for the teacher!
2. Blogging
› Summary Continued
› Reflection
Podcasting
› Summary Continued
› Reflection
Academic Achievement
› Summary Continued
› Reflection
Conclusion
3. Summary of “Using Blogs to Integrate Technology in the Classroom.”
A blog is a “Web publishing tool that allows authors to quickly and easily self-
publish text, artwork, links to other blogs or Web site, and a whole array of other
content” (Crie). A teacher can use a blog to keep students on task with
frequent reminders of when things are due and when tests are coming up. Blogs
are easy for classroom use, because as long as a student has access to the
Internet (which most schools have access) he or she can be involved in the blog.
Mollie Crie, author of this article, gives many benefits for using blogs in the
classroom:
• Highly motivating to students, especially those who otherwise might not
become participants in classrooms. (Since students are not face-to-face with their peers they may
feel more comfortable expressing their opinion about something.)
• Excellent opportunities for students to read and write. (A teacher can have students turn
assignments in on-line and let them create a portfolio for themselves so that all their work is in one place.)
• Effective forums for collaboration and discussion. (Teachers can create polls and discussion
forums for the students to reflect and contribute to conversation.)
• Powerful tools to enable scaffolded learning or mentoring to occur. (Students can
receive help from other students and different resources that the teacher may provide so that the student can better
understand the material.)
Crie, Mollie. (2006). Using blogs to integrate technology in the classroom. Education Up Close, Retrieved
from http://www.glencoe.com/sec/teachingtoday/educationupclose
4. Mollie Crie gives four basic functions of blogs in the classroom:
Because blogs are easy to Blogs give the students
make and manage, teachers additional time and equal
can use blogs to “give out” opportunity to voice their
handouts, list class rules, post opinions about topics
a schedule for due dates discussed in the classroom
and tests, and have a place because they do not have to
for questions and answers. wait with their hands up.
Students and teachers can Blogs save work in the order it
use blogging as a place to was posted and it saves it
review work and offer forever, until the author
suggestions and tips for chooses to delete it. This is a
improvement. Students can great way for students to
also receive suggestions from reflect on their past work to
their peers as well. see their improvement.
5. Blogging is can become an important aspect in the classroom. They are easy to
make and manage and easy for students and parents to use.
Blogging can save paper and reduce waste. Instead of handing out articles or
worksheets in the classroom, teachers can post them on the blog for students to
view. Teachers can also have students turn in assignments on the blog as well.
Students can sometimes be stressed because of the workload. Teachers can
make a schedule so the students can prioritize their work so they can get it
turned in on time and stress free. Teachers can also give access to the
parents, so they can see the schedule and worksheets assigned.
When a student is absent from school he or she can log into the blog and
access the materials they need for make-up work. He or she can also turn them
in online so that they do not need to worry about leaving it at home.
6. Summary of “Instructor How-to-Tech Guide: Podcasts.”
A podcast is a downloadable audio file whose purpose is to inform. Teachers
can use podcasts as a means of letting students know what the schedule of
events will be for the day.
Another use is to give a lesson to the students. A teacher can explain where
students can find additional resources for the topic they are discussing and
browse through them while listening to the podcast.
Students can also use podcasts to express their opinions or turn in assignments.
For example, foreign language assignments are much more fun and interactive
if you can speak the language. So, students can practice their speaking by
doing a podcast.
Teachers can give the students a topic to discuss so that students can express
their own opinions and feel as if their opinion really does matter. They can also
hear what other students have to say, and really speak about something that
they are passionate about.
Kramer, S.E. (2009). Instructor how-to-tech guide: podcasts. Instructor, 119(1), Retrieved from http://vnweb.hwwilsonweb.
com.proxy.ulib.iupui.edu/hww/results/external_link_maincontentframe.jhtml?_DARGS=/hww/results_common.jhtml.43
7. Microphones can pick up If you are new to
background noises in the podcasting, an editing
Many podcasts start and end
classroom, so a decent tutorial can help. It can show
with music. Also, to fill the
microphone is important so you all the cool thing you
dead space you can add
that it ignores the can do to your podcast to
music for the background. It
background noises and make it easier for the listener
makes the podcast much
focuses on the voices of the (adding music or deleting
easier to listen to and makes
author recorded material).
it seem more professional.
To get the word out that
there are podcasts available
for listening, you could post
on your classroom blog or a
Kramer suggests good
school website. Also, having
software for different
a file with good metadata Once you have recorded the
computer systems: Apple has
will get the word out on podcasts you need to post
GarageBand, Windows Vista
major search directories. them for your audience.
has Sound Recorder and
Windows Movie Maker. Each Kramer suggest websites such
of these are good for as: PodBean.com and
recording and/or editing a Podomatic.com. You could
podcast. also post them to your blog!
8. Podcasting can be important to students in the classroom. Some students
may be absent from school, and a podcast can help the student receive the
lesson they missed.
Voicing opinions is important because it builds self confidence and critical
thinking skills. If a student can argue his opinion correctly, he or she can build
confidence for conversations in other areas of life.
Assigning podcasts as homework can give more information to the
students, but it is outside the 8 in the morning to 3 in the afternoon time that
school is usually in session. The students who find a subject or topic
particularly interesting and teachers can provide that extra information for
them.
Podcasts can be posted to the blogs so that everything is available in one
place. It is also great for students with eye related disabilities, because they
can put on headphones and listen to an article or lesson rather than reading
it on the computer.
9. Research has shown that computers in the classroom positively affect academic
achievement. Because students can have access to unlimited resources (via
the internet) they can search for help and tips when studying or learning new
materials. Johnson uses political role models when proving that computers do
help with academic achievement:
President Bill Clinton has proposed a $2 billion program to increase access to
computers and the Internet in low-income neighborhoods and schools. (Schools
with the money to afford computers have them, but they are so important that Clinton believes all schools need
them, and he’s offering a program to help them out.)
Senator Joseph Biden (D-DE) has proposed spending tens of millions of
dollars for computer-based instruction.
Vice President Al Gore has made access to computers in the classroom a
major policy issue of the 2000 presidential campaign, calling for “[e]very
classroom and library [to be] wired to the Information Superhighway.”
The President’s Panel on Educational Technology has argued that the
federal governement should spend between $6 billion and $8 billion each
year on an ambitious program of computer infrastructure development,
teacher training, and research. (6-8 billion dollars is a lot of money to focus on academic needs, so it
must be important and must have great positive outcomes.)
Johnson, Kirk A. (2000). Do computers in the classroom boost academic achievement?. Retrieved from http://www.
heritage.org/research/reports/2000/06/do-computers-in-the-classroom-boost-academic-achievement
10. This article concludes that computers do NOT play a significant role in
academic achievement, but there are other factors that go into academic
achievement (such as socioeconomic status, race, parental involvement
etc.). Computers are still important in the classroom, because there are
some lessons a computer can teach in a way that a teacher cannot. This
would then, in turn, help the academic achievement of a child, because
they will have learned something not from their teacher, but from the
computer. Also, games and activities are available on a computer that are
much easier to leave on the computer than to print off or collect materials
for in the classroom. So, in conclusion, computers have an indirect positive
affect on students’ achievement in the classroom. The results end up
concluding that children whose parents help them with their homework or
simply go over their homework with them, succeed the highest among
other groups. So, it is important for parents to involve the computer so that
students know their options when it comes to research and learning new
material. The internet is full of surprises and learning materials! The teacher
does not have enough time or resources to teach it all!
11. I was disappointed to find out that computers do not have that big of an
impact on the academic achievement in students. Computers and
technology have become so much a part of daily life, that it seems vital to be
used as help to success in the classroom.
I was also surprised about how many political figures believe computers and
technology are important for students to achieve. They were willing to come
up with programs that offered millions and billions of dollars to help out
students and teachers around the country.
Although computers are not proven to affect academic achievement, I still
believe they serve a purpose in the classroom. As I have said, they offer an
unlimited amount of resources, which no human can say they offer.
12. “Having a real audience is the “Blogs work well for students “In the same way that
biggest benefit… If everyone in because they can be worked computer technology has
the world can hear it, it ups the on at virtually any time, in any improved the operation of
ante.” place with an Internet-enabled automobiles, these proponents
computer. Hence, they can be believe computers will make
This is so true! For used by computer savvy the classroom a better
students, younger ones teachers to create a classroom environment in which to teach
especially, who do not feel that extends beyond the the difficult concepts that lead
they are heard by those older boundaries of the school to higher academic
than them, will love the fact yard.” achievement.”
that their podcast can be
heard by anyone, and that For teachers and students, the I think it’s funny how he
their opinion really does fact that blogs can be seen compares the use of
matter. Adding comments to and worked on anywhere at computers in automobiles and
the students podcasts will also any time can be important. the use of computers to help
help boost their Unexpected things happen all the brains and achievement of
confidence, and may the time so that fact that a students. Computers really are
encourage them to do more blog can be worked on taking over!
podcasts in the future. anywhere is really great!