Saturday June 17, 2006
Podcasting
Description
The New Oxford American Dictionary defines podcast as ?a digital recording of a radio broadcast or similar program, made available on the Internet for downloading to a personal audio player.? It?s a digital audio file that?s created, shared, and heard.
Findings
Most podcasts are a creative mix of voice, music, and sounds. Podcasts can include video or photos and range in length from a few minutes to several hours. Now you can subscribe to a podcast service instead of having to access the Web. A plus if podcasts is that they are portable and can reside on MP3 players to go anywhere. The author of the article Podcasting 101 For k-12 Librarians, Esther Kreider Eash, designs, implements, and supports a model for libraries to help integrate information and technology resources with curriculum. Some examples of how podcasts are used as follows: Promoting the library ? library book talks, reading incentive programs. Reading and book promotions, Using student products to share learning ? informative and entertaining culminations of studies (interviews, dramatizations, readings of book passages), Sharing school news - disseminate information and increase community involvement and advertise upcoming events, Providing professional development ? on-demand tutorials, presentations by outside professionals. Eash provides eight steps to creating a podcast.
- Gather the required hardware and software.
- Decide on the content.
- Practice.
- Record the podcast.
- Test the product.
- Publish the product to share your good work.
- Promote the podcast.
- Evaluate and learn from your mistakes.
Eash states, ?I?m convinced that the real power of podcasting is twofold: It gives learners point-of-need access to information, and it disseminates information in exciting new ways.?
Reflection
While reading this article, I immediately thought of two ways to incorporate podcasting into my profession. I say profession because I see it in a way other than with my students.
Idea #1 Eash mentioned using podcasts for professional development. I am a mentor and work with first and second year teachers. A part of our job is to ?introduce the new teacher to our school?. This means walking around and showing the cafeteria, playground, workroom, etc. However, most teachers are hired in during the summer and take the tour quickly with the principal or on their own. I think it would be neat to provide the new teacher with a MP3 and a map. The teacher could listen to the podcast and follow the map to learn about different parts of the school. I envision a little synopsis given about each area visited. This can?t take the place of actually having the mentor guide the tour, but in cases when the teacher is at the school and the mentor is not, this could be a substitute.
Idea#2 A big objective in our first grade social studies curriculum is to learn about our community. This includes community helpers and school community. Our school is within walking distance of a bank, grocery store, fire station, restaurant, drug store, etc. It would be neat to interview community helpers on our visit. This works much better for first graders than trying to write down the information. In the past, the students have asked questions and I have written the responses. First graders just can?t write that fast, and then there is the issue of spelling. Anyway, this would be a great tool to use to record information from interviews.Posted at 09:57PM Jun 17, 2006 by ALLEN, LYNNE in General | Comments[0]
Thursday June 15, 2006
iMovie
Description
Standards-based teaching and assessment is becoming a part of many schools. This is making curriculum integration a more popular option for teachers. Success is happening when teaching literacy in the context of inquiry-based science and technology instruction. IMovie software and digital video editing are being used.
Findings
The article, I Read, I Learn, iMovie: Strategies for Developing Literacy in the Context of Inquiry-Based Science Instruction by Randy Yerrick, is based on findings in California school systems. However, this applies to many other school systems across the nation. In the United States, elementary students are performing poorly on science tests. Studies show that children in early grades are not being taught science. Literacy is the major focus. Times are changing and science is soon to be part of the state assessment. This article describes how to integrate science, reading, and technology. The goal is to find an area where science and literacy overlap. Once identified, students are engaged in hands-on science experiences, reading and writing opportunities, and supplemental instruction. IMovie desktop video is used to write stories, make predictions, design projects and report events. The aim is to deepen science understanding through inquiry versus a textbook.
Four different approaches are used to promote integration between literacy and science instruction.
1. Expand students? experience and science vocabulary through external artifacts and events.
2. Stimulate creative writing and graphical representations through inquiry lessons.
3. Expand knowledge of literary genres through the writing, editing, and production of public service announcements on scientific topics.
4. Foster development of students? voices and their understanding of audience through writing about science problems with societal impact.
Reflection
Young children have a natural curiosity. Integrating science and literacy will build upon this and make learning more meaningful. I have read several journal articles and studies about inquiry-based classrooms and its impact on literacy. Struggling readers prefer nonfiction books. They can relate to the pictures, photographs, etc. My goal for next year is to incorporate more nonfiction books into my classroom. This article gave me several ideas to implement as well. One of our science goals is to study and compare living organisms. We set up aquariums and terrariums. I like the idea of a field trip to a pond to collect pond water and the view it under a microscope to see more plants and animals not seen with the naked eye. Filming video footage of the trip and creating an iMovie is something I would like to try. After viewing the video, students could write about their trip and write stories about life as a pond animal. Writing is also a part of inquiry lesson, note taking, recording observations, etc. To expand knowledge of literary genres, students can read about different animals and plants (nonfiction, fiction, Internet). Our first grade team takes a field trip to Asheboro Zoo each year. Next year, I would like to ask parent chaperones to take a video camera or digital camera to capture students exploring and learning about different habitats. I would collect the footage and create an iMovie. Because students are in small groups of two to three and explore the zoo at their pace with a chaperone, we don?t all see the same exhibits. An iMovie would allow everyone in the class to experience all parts of the zoo. It?s a big place and we never make it to everything. An iMovie would allow children to see parts of the zoo they did not get a chance to visit.Posted at 10:52PM Jun 15, 2006 by ALLEN, LYNNE in General | Comments[0]
Digital Storytelling
Description
A digital story consists of a series of still images combined with a narrated soundtrack to tell a story. This is a powerful method of expression that captures the writer?s voice. Use of digital storytelling can be very compelling.
Findings
The article, Constructing Digital stories by Sara Kadjer, describes seven essential characteristics of effective digital stories. Step one is to write the initial script, which is less than 1 page. This in itself is appealing to students who find writing a challenge. Step two is to plan what to show ? a storyboard. The storyboard can be sketches, still images and even a short video clip. Beneath each a caption is needed to describe the idea to be conveyed. Step three is to discuss and revise the script. A good writer always revises. The idea here is for students to share their script and receive feedback. This includes which elements the script can convey and which aspects images should communicate. Step four is to sequence the images in the video. IMovie or Movie Maker is a digital video editor that can be used. Step five is to add the narrative track. Students narrate their script one sentence at a time. Step six is to add special effects and transitions. Minimal special effects seem to work best. Step seven is to add a musical soundtrack if time permits. Students may run out of time, therefore, this is the last step. The final step is placing the story elements into a stand-alone file that can be viewed with a media player.
During this two-year study, several lessons were learned: complete the script and storyboard away from the computer, save often, maintain a back-up copy, address copyright, and keep storytelling at the forefront.
Reflection
Digital storytelling is something I would like to try with my first grade class. The article states that the teacher rarely has access to all the equipment that is needed. I understand why that point is made and would like to do this by involving the school technology teacher. At the end of the year, Mrs. Haynes had the class work together to create a slide show in KidPix. Each child created one page and the technology teacher put it into a slide show. This was very exciting for my students. I definitely see this as a guided practice, whole class activity with input from everyone. For first graders, the topic would definitely need to be related to them. Some ideas are: writing about the first day of school, a recent field trip, my teachers, friends, character traits, etc. Students would work in groups of 2 or 3 on the script and storyboard, with lots of modeling and guided practice. The exciting part will be adding the narrative track. The first time doing this, I would probably skip adding special effects and a musical soundtrack. I want the students to be part of the process and the last two steps would require more from the technology teacher and not as much from them. After doing one or two digital stories, the last two steps could be introduced.Posted at 09:57PM Jun 15, 2006 by ALLEN, LYNNE in General | Comments[0]
Sunday June 11, 2006
Video Production in Service Learning
Video production combined with service learning projects is increasing in schools. Some school systems require high school students to participate in service learning. Students not only acquire new skills surrounding video production, they also learn about the day-to-day operation of non-profit agencies. At the end of the project, most students feel good about the video skills they have learned, but feel even better about having contributed a useful promotion tool to a worthy organization.
In the article, Filming Compassion by Janet Bremer and Marilyn Clark, students at Cincinnati Hills Christian Academy High School must complete 120 hours of service work in order to graduate. Jabet Bremer and Marilyn Clark worked together to include service learning in a video production class. Non-profit organizations were contacted and asked if they would like to participate in this project, knowing that the video would become the property of their organization to use as they needed. From there, students were paired and given phone numbers to contact the organization to which they were assigned. The students met with the agencies and developed a plan for the video. Ideas were used to create a storyboard before shooting the video. Once the video was partially completed, students met with the agency to show staff members the footage and to receive feedback. Videos were edited with the help of peers and volunteers. The videos were assessed using a rubric created expressly for this project
While this article is geared toward using video production in high schools, I can modify parts of it to work at the elementary level. Our school is involved in service projects such as helping the Food Bank of NC and Pennies for Heaven. Creating a video to involve more student and parent participation is one idea. Creating a video for either agency to use is another idea. Let's take a look at the first idea. Our school has 1125 students and communication can be difficult. I would like to see a group of students (not sure yet how they would be selected) visit the local Food Bank with a teacher or an adult and video volunteers that work there. The volunteers could explain why there is such a thing as a food bank, how food is donated, how it is stored and where it goes. I envision a video walk through the Food Bank as the volunteer talks. Once this is completed, the students would follow the same steps as mentioned in the article: share the video clip with peers and edit. Once that stage is complete, students would meet with the media specialist to schedule a time to show this video to the whole school. Two students could be "TV announcers" and introduce the service project and video. To involve the arts, an art class could design a flyer to be sent home with information and collection dates. During the collection times, students could video students and parents as they bring in donations and even do a few quick interviews. A way to wrap up the service project would be to show the video clip of interviews and end with a clip of all the "goods" collected and leaving the school for the Food Bank. I believe video clips shown school wide will make everyone feel a part of this and possibly increase the number of donations. Of course, this will take time and planning, but will be bring the whole school together for a good cause.
Posted at 04:54PM Jun 11, 2006 by ALLEN, LYNNE in General | Comments[0]
Smartboards
Smartboards can be considered a type of Classroom Response System. The article by Eugene Judson, Learning From Past & Present: Electronic Response Systems in College Lecture Halls, talked about use of clickers. While very intrigued with the use of clickers, I do not feel they are something I can use with first graders. However, after viewing the video clips from the Supplemental Information on Smartboards, I got very excited about how well it can be used with primary age children.
A Smartboard is an electronic display board. Computer screens can be projected onto the board. Special pens are used to tap on the screen, somewhat like the use of a mouse. Smartboards are very popular in elementary schools. The lesson is most often teacher directed with student-centered activities. Smartboards use a template or design. For example, students may be asked to fill in correct letters or numbers. Interactive websites can projected on the screen. Starfall.com is a great phonics based program. I have used this with my students for at least 2 or 3 years. A picture is shown and students click and drag a letter to help spell the word to match the picture. Students can also use their mouse to highlight each word as a story is read. This is excellent one-to-one correspondence practice. One video clip showed students spelling words on the Smartboard. Then students were called up to identify a word said by the teacher. To identify the word, the student would point to the word and drag it to the top of the screen. Another video clip showed practice with word family words. Three word families were listed on the Smartboard. Several words were at the bottom of the screen. Students touch a word and drag it to the correct word family. Although little research has been done on student achievement with Smartboards, the student-centered interactions definitely benefit learning.
Smartboards are expensive, as any technology. Another video clip showed how one school integrated Smartboards. A grant was written and a Smartboard was placed in one classroom (teacher willing, of course). As other teachers noticed the excitement and interaction going on during learning, they inquired about Smartboards. The grant allowed them to be phased in one at a time. Teachers familiar with how to use the Smartboards offered sessions after school. Teachers completed a survey to find out technology needs & skills. Trainings were held to help teachers feel more comfortable with using this new piece of hardware. One by one more Smartboards were added to the school. Parents were asked to come in for an information session. One parent was a professor at the local university and was so impressed with student involvement; he requested one for his classroom. He was very excited to get his class of 100-200 students more involved with learning. He even went as far to say that he knew lecture style was not interactive and that integrating Smartboards would be a plus.
As I watched the video clip of young children using Smartboards, I started planning all the ways I could use it. I would definitely use it for spelling, phonics, and word recognition as shown on the clips. There are numerous ways to integrate math objectives: shape identification, Venn diagrams, patterns, virtual calculator lessons, and more. My students are familiar with a list of educational websites. Projecting those on the screen would be another use. My kids are "wowed" by an overhead projector. Imagine how they would react to a Smartboard!Posted at 03:04PM Jun 11, 2006 by ALLEN, LYNNE in General | Comments[1]
Thursday June 01, 2006
Laptop Integration
Description
Technology is becoming a "must" in our world. All children need to be proficient in their use of various types of technology. In order for this to happen, integration of technology at all levels needs to be implemented. A laptop in the hands of every child is shown to have positive outcomes.
Findings
The article "Research: What It Says About 1 to 1 Learning", states that providing laptop computers and Internet access to students for use at home and school are expanding rapidly across the globe. The goals of the 1 to 1 Computing Initiatives include: academic achievement, equity, economic development, and enhancing teaching. Studies have shown that students are using laptops for writing, homework assignments, email, web browsers, etc. They are not being involved in project-based learning as hoped. Studies show the reason for this is that the students' teachers are in an "adaptation" stage of technology and are only modeling what they know how to use. This is why professional development and technical support are critical for implementation. Use of the NTeQ modeled is mentioned to help with teachers becoming more "student-centered" in their teaching. The use of 1:1 student computer ratios has shown positive effects. The students used computers more across the curriculum, used computers at home for academic purposes, and there was less large-group instruction. However, more research is needed that examines both outcomes and implementation if further major investments in 1 to 1 initiatives are to be warranted by the research base.
The article "Lesson Learned About Providing Laptops for All Students", supports one-to-one student-to-computer learning. Reasons cited are economic competitiveness, raising student achievement through specific interventions, improving classroom culture, making it easier to differentiate instruction according to students' needs, and solidifying home-school connection. To help with the challenge of these initiatives, five main areas are addressed that: 1. Planning - goals, leadership team, funding, logistics. 2. Teaching & Professional Development - curriculum integration, flexibility, train parents. 3. Hardware & software - necessary tools, infrastructure. 4. Managing Change - allow time, gradual change. 5. Monitoring & Evaluation - ongoing, conduct research and studies. In conclusion, Bette Manchester (about the laptop initiative in Maine), "is not about the technology; it is about the students' learning and the about capacity building in schools" (Manchester, 2004).
Reflections
All the articles related to this 1 to 1 initiative mentioned students in middle school and high school. I say start in the primary grades with each child having a laptop. Money and funding aside, I know what first graders can do on a computer. Young children are like sponges and not afraid of trying and learning something new. I sat in the computer lab today with my class as they received instruction from the technology teacher. She modeled an activity, using all the skills learned this year, and then gave them an assignment. The children went right to work. I listened as they talked to each other, asked questions, etc. How powerful it would be to have students on their own computer everyday versus once a week for 50 minutes in the lab. I have 2 computers in the classroom, but that limits what can be done compared to each one having their own access. Research stated reading and writing scores were higher when using this initiative. For primary students, writing a story in the computer is sometimes easier if fine motor skills aren?t developed. Our district had a program called SchoolVista. Students could send ?post-it? notes to other students in the school. Lots of reading and writing involved with this! I?m not sure about the depth of project-based learning I could use, but with support and professional development, I would give it my best shot. In our district, I foresee this as being a school initiative versus a district one. I have seen other pilot technology programs start and unfortunately dwindle because not enough support and professional development was offered. I strongly agree with the five areas to follow in the article by Bonifaz.
Posted at 09:25PM Jun 01, 2006 by ALLEN, LYNNE in General | Comments[2]
Friday May 26, 2006
My First Weblog
Testing out my first blog. It was very convenient to try this while in the technology lab with Kelly, our tech person!
Posted at 09:12PM May 26, 2006 by ALLEN, LYNNE in General | Comments[0]
This is a personal weblog, I do not speak for my employer.