Podcasts are changing the way our technologically-connected societies obtain information. The word is derived from the term "broadcast," with the word "pod" implying that users listen to or watch podcasts on portable media players like iPods. The ability to incorporate multimedia in a creative way to impart information makes podcasts very flexible. In addition, podcasts can be downloaded to a device when Internet access is available, and can then be enjoyed without the Internet, since it becomes a file on the user's device. This creates a huge advantage in terms of the use of the information in podcasts. There are myriad apps that allow users to access content through podcasts. One great example is NPR's app for podcasts that allows users to download whole shows to listen to at their leisure. How, though, would podcasts work in our classrooms?
--In an ideal world in which all students have their own devices, podcasts level the playing field for those who do not have internet at home. At the end of each day, students can download content using the Internet at school, and then watch the podcasts that are saved to their devices.
--Students could create any variety of projects in the context of authentic scenarios. For instance, these students created podcasts as if they were art experts.
--Students at any age and level have the ability to create podcasts. Thus, there is incredible flexibility in connecting podcasts to standards.
Podcasts do require significant forethought. One of the hallmarks of successful podcasts is a clear structure, denoting a beginning, middle, and end. It is crucial for us as educators to establish clear guidelines for our students when they create podcasts. With this technique, the possibilities are endless. However, it also requires astute planning and guidance for students to make successful ones.
Monday, February 24, 2014
Sunday, February 16, 2014
Wikis: Wacky or Wonderful?
One may not realize that wikis are everywhere, and we use them more frequently than we realize. This collaborative, open tool can be found all around the Internet. Wikipedia has become a go-to reference for anything and everything. Surprisingly, it is a wiki, meaning that users can edit pages freely and collaborate at any time. Anyone can be an author on a wiki, demonstrating expertise in the topic of their choice.
How can we utilize wikis in our classrooms? There are some important things to keep in mind. For one, wikis begin as blank slates; thus, it is up to us as teachers to communicate clear objectives to students for their use. Once outcomes have been established, however, the tool becomes a catalyst for both synchronous and asynchronous communication. The ability for multiple authors to contribute makes wikis incredibly powerful.
What about wikis as a reference tool? Everyday, more and more information is being added to Wikipedia and other wiki-information sites. Internet users are beginning to rely more and more on the expertise of these info-wikis. As teachers, we must instill a level skepticism in our students as they peruse the Internet for information. Because anyone can contribute to wiki sites, there is no guarantee that all of the information provided is factually correct. Wikis, then, become excellent tools to teach digital literacy and safety.
How might you use wikis in your classroom? Here are some ideas:
How can we utilize wikis in our classrooms? There are some important things to keep in mind. For one, wikis begin as blank slates; thus, it is up to us as teachers to communicate clear objectives to students for their use. Once outcomes have been established, however, the tool becomes a catalyst for both synchronous and asynchronous communication. The ability for multiple authors to contribute makes wikis incredibly powerful.
What about wikis as a reference tool? Everyday, more and more information is being added to Wikipedia and other wiki-information sites. Internet users are beginning to rely more and more on the expertise of these info-wikis. As teachers, we must instill a level skepticism in our students as they peruse the Internet for information. Because anyone can contribute to wiki sites, there is no guarantee that all of the information provided is factually correct. Wikis, then, become excellent tools to teach digital literacy and safety.
How might you use wikis in your classroom? Here are some ideas:
- Students create a collaborative e-book or alternate ending to a shared text.
- Students create a group study guided for an upcoming test.
- Students across time zones, continents, etc. can collaborate on research projects.
What are other ideas?
Tuesday, February 11, 2014
What's up with blogs?
Blogs, or weblogs, have proliferated the Internet during the first two decades of the 2000s. Their flexibility in terms of content and the ability for authors to maintain relative anonymity have helped to create an information powerhouse on the Web.
But is this tool for everyone? Can it be applied in the classroom?
During my undergrad years, I knew several classmates who had made forays into the blogging world. They blogged about topics of interest to them personally. To me, I didn't see why these conversations couldn't occur in person. In addition, I didn't feel that I had anything of interest about which to write. Thus, I avoided blogging during this time.
Now that I have started my career in education, I have begun to see benefits in the use of blogs. By sharing information on the internet about personal preferences, goings on in the classroom, and questions about teaching, I can connect with an endless community of like-minded professionals online. Once an author discovers a purpose for writing, the possibilities for blogs are endless.
In the classroom, I can envision a variety of uses for blogs. Once students are introduced to the structure, the opportunity for asynchronous collaboration provides classes with great flexibility. For instance, creating a sort of "blog-pal" relationship with classes in other states and time zones would be simple. The key is to show students the structure and let them explore the possibilities.
But is this tool for everyone? Can it be applied in the classroom?
During my undergrad years, I knew several classmates who had made forays into the blogging world. They blogged about topics of interest to them personally. To me, I didn't see why these conversations couldn't occur in person. In addition, I didn't feel that I had anything of interest about which to write. Thus, I avoided blogging during this time.
Now that I have started my career in education, I have begun to see benefits in the use of blogs. By sharing information on the internet about personal preferences, goings on in the classroom, and questions about teaching, I can connect with an endless community of like-minded professionals online. Once an author discovers a purpose for writing, the possibilities for blogs are endless.
In the classroom, I can envision a variety of uses for blogs. Once students are introduced to the structure, the opportunity for asynchronous collaboration provides classes with great flexibility. For instance, creating a sort of "blog-pal" relationship with classes in other states and time zones would be simple. The key is to show students the structure and let them explore the possibilities.
Wednesday, February 5, 2014
Let me introduce myself...
Hello, Blogosphere! My name is Sam Moser, and I am excited to be a part of the online world. In this blog, I will be reflecting on my experiences as a Master's student in the Integration of Technology in Schools at George Mason University. I will incorporate my experiences in the classroom into my conversations my coursework.
I have loved my experience working with a group of like-minded educators during my time in the ITS program. As a fifth-year teacher, it is wonderful to hear fresh perspectives from colleagues who have worked in very different settings than I.
A little about me: I am in my 3rd year teaching third grade in Arlington County after two years in the City of Alexandria. I grew up in the DC area, and am a DC sports homer: Wizards, Redskins, and Nationals. I have always been intrigued by technology, and I have utilized a variety of strategies to integrate hardware and software into the classroom. My coursework at George Mason University has enabled me to develop my understanding of the theoretical foundations around technology integration. I look forward to learning and discussing more!
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