Week 6 - Podcasts

I created my podcast to help my Pre-AP Pre-Cal students.  During this time of year, I have many students who will be missing several periods in a row due to extra-curricular activities (Robotics, softball, soccer, DI, etc.).  This year my students have shared with me that it is hard to learn new material simply by reading the filled-in notes that I give them.  For example, one of my Pre-Cal students was absent the day we discussed the 8 Basic Trig Identities.  When she returned to class, she was completely lost, and we were moving on to some Basic Trig Proofs.  This student had a copy of the notes all worked out, complete with little side notes and helpful hints.  Regardless of how detailed the notes were, this student was still struggling to grasp the main concept of the lesson.  However, all it took for this student to understand the new material was a few minutes one-on-one with me walking her through the notes.  I began to wonder if that would help more of my students than just her.  I asked a few students randomly about their thoughts on me creating a podcast of the notes for each lesson.  The general consensus was that it would be much used and appreciated.  Therefore, when we were tasked to create a podcast, I decided to hit two birds with one stone so to speak. 

As a visual learner, I think that podcasting can help enhance learning for students who were absent or simply need a refresher.  It would certainly be beneficial to me if I were able to both see what the teacher was writing, as well as hear what he/she was saying.  I will have my students visit my podcast to determine how helpful it is.  I will update my blog once I have received feedback from my students.  If all goes well, I will be creating podcasts for all of my class notes in the future.

I created my podcast using Jing – to capture the image on the screen and my sound – and the recording option on my Active Inspire program for my Promethean Board.  This recording application in Active Inspire can simply take a screen shot or record the mouse’s movements until you turn the recording off.  Once recorded, the playback is saved as a Windows Media Video Clip.  After I had written out the notes, which ended up being the longest part of this process, I used Jing to capture the image on my computer – the video playing – while I walked my students through the notes verbally.  I will probably need to create two Jing videos for longer notes since the time limit is 5 minutes, but if it helps my students, then I will readily take these extra steps.  As long as I record myself writing out the notes during one of my classes, then these podcasts will be fairly easy to create.  To that end, I do plan on continuing to use podcasts in the foreseeable future as a tool to enhance my students’ learning.

Week 5

After taking the Information Literacy Quiz, I found that I was not as knowledgeable as I thought.  I did, however, manage to retain some content that I was taught in my undergrad ETEC course.  All in all, I was not surprised too much by the results of the MAPping activity.  I have used the Wayback machine before to locate archives of websites that have crashed or been deconstructed, so it was not a new tool for me.  I liked the concept of finding the author/publisher of a website through www.easywhois.com.  However, I was not impressed by the format of the site or the manner in which your results were displayed.  To me, this website and the program that provided me with the publishing information did not have a reader-friendly appearance. 

I chose to dissect the All About Explorers website.  When I first looked at this site, it reminded me of the Webquest I made during my undergrad ETEC course.  As I used the MAPping steps to learn the Meta-Web information, Author information, and Purpose of the site, I determined that this site was an authentic teacher resource.  All of the sites linked to All About Explorers are noteworthy sites that I would trust for historical significance.  Even when looking solely at the URL, this website shows no signs that it is anything other than a company site.  The purpose of this page was to help teachers educate their students about the Internet.  A group of teachers collaborated to form this site.  I learned during my MAPping activity that this page does support Webquests and even provides instructions for the teacher on using these tools in the classroom.

Given that my mother, a former library research assistant, taught me to use only sources that I could trust early on in my academic career, I am extremely confident of the validity of the information I have used in the past – both in college and as a teacher.  She always told me that I needed to use noteworthy sources, such as academic journals or actual books.  Therefore, when I would use Google instead of the ERIC Database, I would use the Google.Scholar version to ensure that my sources were from a notable site.  However, I believe if we do no teach our students how to properly determine whether or not information is trustworthy, then we are setting them up for failure in the near future.  I mean, we do not want our students to be convinced that the world as we know it is a figment of our imaginations simply because the first website their search on “rabbit holes” produced pertained to the Matrix.  Similarly, we do not want our students to think that all calculus means is “U + Me = Us” because that video popped up first in their YouTube search about calculus.  The students of this technological generation take all information found on the internet as truth; as teachers, we must teach these students to determine the validity of each site, video, or link and justify their findings accordingly.  If students do not learn this vetting process in school, they will be sorely unprepared for college and the work place.

One major advantage to organizing information on sites such as Delicious or Google Reader is that you can access them from anywhere, not just your home/work computer.  This mobility allows for individuals to start a project at home and, then, complete it at work or vice versa.  I use Google bookmarks and Reader for my own personal bookmarks.  I have found that this is extremely helpful as I can sort the links into easy-to-manage groups instead of hunting for sites in the proverbial haystack of bookmarked links.  Should this concept be taught to our students?  I think so, but I believe it would be more applicable to subject areas such as English and History.  Teachers could use this tool to coordinate group projects and research topics.  By group projects, I mean that each member of the group would be a member of one of the aforementioned sites.  They would each research their given topic on their own, tagging each site for later review.  Group members could look at each other’s links/stacks/feeds and, once the information has been collected, work together to achieve the project’s goal.  When students are required to research given topics, students could compare their findings using social bookmarks.

You can follow me on Delicious at http://www.delicious.com/davisa312/.

In addition to playing with Delicious, I also explored Diigo.  This social bookmarking site does so much more than simply organize various links by tags.  When using Diigo, all of your information is stored in the Cloud for easy access regardless your location or electronic device of choice.  While you are reading online, Diigo enables you to highlight and make sticky notes directly on the site.  All of this information is, then, stored on the Cloud for future retrieval.  The feature I liked the best was the snapshot tool.  On Diigo, you can bookmark any website and provide tags for easy sorting.  In addition to bookmarking, you can also take a picture of the site; Diigo stores the page as both an HTML site and a picture.  Should the website ever take the information down or simply stop working, your saved picture will remain unaffected.  As I have lost count of how many websites have just disappeared, I found this tool to be the most beneficial to me.

After reviewing the article, Electronic Portfolios as Digital Stories of Deep Learning, the assessment for learning principle that I was most able to relate to was the sixth one:  AFL should take account of the importance of (and foster) learner motivation.  In my opinion, motivating our students is of utmost importance for all teachers.  When a student is motivated, either intrinsically or extrinsically, he/she is more likely to focus on the content being presented; ergo, it could be said that motivation begets true learning.  As we learned two weeks ago, our students are part of the “digital natives” generation.  They thrive on all things technological and balk at seemingly “old fashion” techniques.  Using electronic portfolios should, in theory, help to engage and motivate the students.  Once this occurs, the students can learn and understand the presented material.

Rather than continue to adhere to the ideas of the 90s, teachers can move towards more technology based projects.  Instead of students creating a poster depicting an artistic display of piece-wise functions, I could have them construct their graphic electronically and, then, post it on the class website or wiki.  Then, I could have my students comment on each other’s creations, tactfully of course, as opposed to having a formalized presentation during class.  At the end of the year, my students could submit their own electronic portfolio that includes links to all the projects they have created, as well as any resources they found to help them throughout the year.  I believe that by requiring students to maintain an electronic portfolio, they will better retain the content taught throughout the year; there may also be less grumbling about the upkeep of a website versus a physical notebook.

I think that the creation and development of my portfolio will help me to internalize the content we are learning.  Even though I have grown up with technology, it is an ever-changing field.  I am all for integrating technology into the classroom but have been confounded by exactly how to do so.  I believe that this course, along with my electronic portfolio, will help me to better embed technology into my math classes in the future.  Most importantly, by creating and maintaining my e-portfolio, I will have a template to show the Powers That Be when I request permission to use this technology with my students next year.

My original thought when I developed my wiki was to create a central location my students could visit for extra tutoring.  They could ask questions about homework assignments and help each other at the tutoring corner.  My students would also be able to check a calendar for reminders about upcoming tests and projects as well as dates when assignments were due.  Unfortunately, due in part to my district’s technology policy, I have been unable to implement my ideas with my classes; in order to use this form of technology with my students, I must have district approval.  I hope, though, to learn all that I can during this course and, then, apply these technology tools next school year with proper permission. 

I believe wikis can be extremely advantageous to teachers.  Wikis allow all users to edit the space, which would allow students to edit the site and ask questions and/or help each other.  Unfortunately, this practice can also be a disadvantage, leading to false truths and misleading information.  Thus, wikis require a great deal of monitoring to ensure that all information is correct.  With the current work load of most teachers, I believe that this could be hard for some, discouraging the use of wikis in the classroom. 

As for “digital natives,” I think that anything to do with technology helps to engage students in learning.  Last year and this year, I have given my students the option of taking notes on their laptops/iPads.  It was amazing how many started to pay attention more simply because they could use technology.  By being more attentive in class, students are more likely to understand the material presented and experience true learning.  As I read about the eLearning Tools Wiki, I uncovered many technologies with which I am somewhat familiar.  I would like to explore webcasting further in regards to educational uses.  In my opinion, webcasting could be used to supplement lessons, emphasizing key points.  Webcasting could also benefit students who were absent during the lesson or need a review of a given topic.