Web 2.0 Tool - Podcasting
Podcasting is nothing new; however, using it as an interactive tool in the classroom is something relatively new. Teachers are jumping on the bandwagon because kids LOVE it, and because school principals and superintendents are using as a novel way to communicate with the school community. Based on my reading on web 2.0, the teachers were using it in a variety of ways: to post events, assignments, study guides for students before tests, to share student work, to announce extra-credit assignments or other school information, and lastly as a way to communicate with other teachers. Some of the most common projects being devised for the podcasting tool were: book reviews or research projects. Teachers commented that students love it, and work "ten times harder" on researching, writing and editing their scripts. Kids loved being "on the air" for their audience of peers. Many teachers were using it for a variety of grade levels, especially in a research project assigning different tasks to different grades or levels of students. Some teachers were creating a book review podcast project or a book discussion podcast project. Most of the teachers recommed audacity as the best editing software. For hosting, one teacher used www.postcastpeople.com as his site of choice. Jodix, Moviemker, and itunes were also favorably mentioned. Finally, most of the teachers commented that the students were not intimidated by these programs, but embraced learning them as well as the excitement of going "live on the podcast."
Friday, November 23, 2007
Saturday, November 10, 2007
Journal # 9
"Developing Global Citizens: The Global Run Project" by Jody H. Kennedy & Jan Zanetis
Learning & Leading with Technology, Nov. 07, Vol. 35, No. 3
This article in the November issue of Learning & Leading with Technology talks about a social studies project being carried out by the students in the New York town of White Plains. School district officials and educators were inspired and challenged by the events of 9-11 to teach global awareness and tolerance for diversity. They felt an obligation to make the students aware of how they could contribute positively to world programs. Part of what makes this program so successful is the real-world connection and impact that the students see their efforts make for other people around the world. The global run project first started out as rehearsed video-conferencing lesson plans with other schools in places like Argentina, Costa Rica, and England. However, the teachers noticed that while the video-conferences were enriching, these same video-conferences went nowhere beyond an informative discussion about diversity. The Eastview Middle School teachers decided to create a program which would expand the potential reach and impact of the video-conference tool. They realized that they could tackle world problems by connecting to the experts; in some cases, these were the villagers who were living without clean drinking water. The students were amazed at their conversations with survivors of the 2004 Sri Lankan tsunami, HIV children in South Africa, and Afgani war refugees. Students became empathetic and interested to help others around the world. From that positive desire, the global run project was born to help students realize how they could solve the world's problems - one village at a time. Specifically, the global run project has decided to raise money and awareness regarding the diminishing supply of clean water for the world. Students walk miles to raise money. With the help and coordination of Rotary International, students from around the world who partnered with the Eastview Middle School helped a village in Kenya build a water collection roof & tank system to collect rainwater. Teachers at Eastview each used a lesson plan unit designed around the global run mission. P.E. teachers tracked the miles. Math teachers used a lesson plan to make graphs for measurement, currency exchanges, mileage walked. Social studies used it a springboard for diversity discussion. Foreign language teachers used in their classes as a part of a cultural unit. Science and health classes studied the effects clean and not so clean water have on the body and environment. Colloboration, commitment and enthusiasm has made this program a model success.
How can our schools use technology to build bridges to other countries as a way to address world issues?
Students and teachers could work together to put into place podcasts, blogs, and contests to see who can raise the most money for global warming and the effect it's having on the ecosystems around the world. They pick another issue year after year or continue on their first issue. They could communicate their research by using google docs or collaborative wikis as a way to inform each other of progress.
What can students do to further their commitment to positive change?
They could get their friends and families in on the act. Students can use peer pressure effectively to motivate their friends to get involved. Also since many youngsters know and understand technology better than their parents or guardians, they could teach their parents about technology and social action. Many parents would be amazed and proud to see their child so passionate about change, and so knowledgeable about using technology to effect this change in such an immediate way.
Learning & Leading with Technology, Nov. 07, Vol. 35, No. 3
This article in the November issue of Learning & Leading with Technology talks about a social studies project being carried out by the students in the New York town of White Plains. School district officials and educators were inspired and challenged by the events of 9-11 to teach global awareness and tolerance for diversity. They felt an obligation to make the students aware of how they could contribute positively to world programs. Part of what makes this program so successful is the real-world connection and impact that the students see their efforts make for other people around the world. The global run project first started out as rehearsed video-conferencing lesson plans with other schools in places like Argentina, Costa Rica, and England. However, the teachers noticed that while the video-conferences were enriching, these same video-conferences went nowhere beyond an informative discussion about diversity. The Eastview Middle School teachers decided to create a program which would expand the potential reach and impact of the video-conference tool. They realized that they could tackle world problems by connecting to the experts; in some cases, these were the villagers who were living without clean drinking water. The students were amazed at their conversations with survivors of the 2004 Sri Lankan tsunami, HIV children in South Africa, and Afgani war refugees. Students became empathetic and interested to help others around the world. From that positive desire, the global run project was born to help students realize how they could solve the world's problems - one village at a time. Specifically, the global run project has decided to raise money and awareness regarding the diminishing supply of clean water for the world. Students walk miles to raise money. With the help and coordination of Rotary International, students from around the world who partnered with the Eastview Middle School helped a village in Kenya build a water collection roof & tank system to collect rainwater. Teachers at Eastview each used a lesson plan unit designed around the global run mission. P.E. teachers tracked the miles. Math teachers used a lesson plan to make graphs for measurement, currency exchanges, mileage walked. Social studies used it a springboard for diversity discussion. Foreign language teachers used in their classes as a part of a cultural unit. Science and health classes studied the effects clean and not so clean water have on the body and environment. Colloboration, commitment and enthusiasm has made this program a model success.
How can our schools use technology to build bridges to other countries as a way to address world issues?
Students and teachers could work together to put into place podcasts, blogs, and contests to see who can raise the most money for global warming and the effect it's having on the ecosystems around the world. They pick another issue year after year or continue on their first issue. They could communicate their research by using google docs or collaborative wikis as a way to inform each other of progress.
What can students do to further their commitment to positive change?
They could get their friends and families in on the act. Students can use peer pressure effectively to motivate their friends to get involved. Also since many youngsters know and understand technology better than their parents or guardians, they could teach their parents about technology and social action. Many parents would be amazed and proud to see their child so passionate about change, and so knowledgeable about using technology to effect this change in such an immediate way.
Journal # 8
"More Than Money Matters" by Nancy Flynn
Learning & Leading with Technology, Nov. 07, Vol. 35, NO. 3
Specifically written for educators and school administrators, Nancy Flynn discusses the pros and cons of establishing a partnership with Corporate America and its schools in this article. It seems that while getting free technology and equipment would be a boon to any school district, Flynn cautions that there are many pitfalls that administrators and teachers need to be aware before they start accepting corporate quid-pro-quo gifts. Flynn lists ten guidelines for effective partnerships. They are: 1) vision 2) tech support 3) curriculum 4) colloboration and communication 5) capacity 6) commitment 7) obligations 8) product promotion 9) assessment and 10) longevity. Many of the principals, educators and tech support at the schools have shared their "wish I knew this before I signed the contract" stories resulting in Flynn ten guidelines. Sadly in many of the examples, school officials told Flynn that they had technology which they were not going to use. Sometimes, they had agreed to a partnership and the school year had started without getting the necessary software or hardware from the corporate partner. However, the school officials biggest complaint was that the corporation expected the principals, teachers and other tech-school administrators to be salespeople for the free corporate gifts. Principals often promoted these products to other school districts; unfortunately in many cases, the products didn't work with the school's infrastructure or the company would not provide the technology assistance needed once the software or hardware was installed or set up. So, the principals and teachers felt "set up." Teachers leaned that, in some cases, they needed to alter their teaching approach to match the style of the computer software program they were using as a part of a lesson plan. There were other problems as well. One principal cited an example that the corporation he partnered with did a "hit and run job." They installed the software, and just left. He had to develop teachers and other administrators as the unofficial tech support just to maintain the program since the company would not provide the necessary training and assistance. This principal cautioned to other administrators that it vital "to build capacity within your building; you're going to have to have some internal leaders. You have to learn it and use it in order to carry it out yourself." To prevent this kind of scenario, Flynn suggests to the educational community to ask questions about short and long-range plans, and to know before you buy.
How else can school administrators avoid costly partnership mistakes?
Instead of just letting the corporation pitch the product to the school district, school officials could rely on word of mouth or check the references, so to speak. They can visit other schools where the technology is being used successfully, and then go to their IT departments and ask those people to see whether or not the software or hardware would complement or be compatible with the other programs that the school district is already using. Let the IT people at the school brainstorm possible uses since they are more likely to understand the cabalities of the software and hardware programs. Too many principals acted like businessmen striking deals with corporations without fully understanding the technology they were accepting.
What are some of the benefits to accepting and giving free tech goodies?
Schools will be in a position to test-drive new software and hardware. If all goes well, they will continue to get even more goodies from their corporate partner. The schools may then be able to market themselves as a "innovation-embracing technology school" which would be a good selling point to parents and other influential people in the district. Additionally, the corporate partner could say that they're invested in the community and its younger generation. This is good p.r. for the corporation, and they have a built-in word of mouth referral program by its new generation of end-users.
Learning & Leading with Technology, Nov. 07, Vol. 35, NO. 3
Specifically written for educators and school administrators, Nancy Flynn discusses the pros and cons of establishing a partnership with Corporate America and its schools in this article. It seems that while getting free technology and equipment would be a boon to any school district, Flynn cautions that there are many pitfalls that administrators and teachers need to be aware before they start accepting corporate quid-pro-quo gifts. Flynn lists ten guidelines for effective partnerships. They are: 1) vision 2) tech support 3) curriculum 4) colloboration and communication 5) capacity 6) commitment 7) obligations 8) product promotion 9) assessment and 10) longevity. Many of the principals, educators and tech support at the schools have shared their "wish I knew this before I signed the contract" stories resulting in Flynn ten guidelines. Sadly in many of the examples, school officials told Flynn that they had technology which they were not going to use. Sometimes, they had agreed to a partnership and the school year had started without getting the necessary software or hardware from the corporate partner. However, the school officials biggest complaint was that the corporation expected the principals, teachers and other tech-school administrators to be salespeople for the free corporate gifts. Principals often promoted these products to other school districts; unfortunately in many cases, the products didn't work with the school's infrastructure or the company would not provide the technology assistance needed once the software or hardware was installed or set up. So, the principals and teachers felt "set up." Teachers leaned that, in some cases, they needed to alter their teaching approach to match the style of the computer software program they were using as a part of a lesson plan. There were other problems as well. One principal cited an example that the corporation he partnered with did a "hit and run job." They installed the software, and just left. He had to develop teachers and other administrators as the unofficial tech support just to maintain the program since the company would not provide the necessary training and assistance. This principal cautioned to other administrators that it vital "to build capacity within your building; you're going to have to have some internal leaders. You have to learn it and use it in order to carry it out yourself." To prevent this kind of scenario, Flynn suggests to the educational community to ask questions about short and long-range plans, and to know before you buy.
How else can school administrators avoid costly partnership mistakes?
Instead of just letting the corporation pitch the product to the school district, school officials could rely on word of mouth or check the references, so to speak. They can visit other schools where the technology is being used successfully, and then go to their IT departments and ask those people to see whether or not the software or hardware would complement or be compatible with the other programs that the school district is already using. Let the IT people at the school brainstorm possible uses since they are more likely to understand the cabalities of the software and hardware programs. Too many principals acted like businessmen striking deals with corporations without fully understanding the technology they were accepting.
What are some of the benefits to accepting and giving free tech goodies?
Schools will be in a position to test-drive new software and hardware. If all goes well, they will continue to get even more goodies from their corporate partner. The schools may then be able to market themselves as a "innovation-embracing technology school" which would be a good selling point to parents and other influential people in the district. Additionally, the corporate partner could say that they're invested in the community and its younger generation. This is good p.r. for the corporation, and they have a built-in word of mouth referral program by its new generation of end-users.
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