Chapter 8 refections

Week 6
Chapter 8

p. 110 – “The almost ubiquitous presence of photo-video-audio upload-it-as-you-go cell phones and free, as much space as you want hosting online have begun to blur many of the cultural definitions of privacy and communication that we’ve lived under for generations.”

This is something that I am acutely aware of as battles on copyright frontiers of music and video content rage within the music and film industry. I think it is important to continually reinforce such issues in the classroom by enforcing responsible and legal use of such content. This is another level of education that is sometimes overlooked by even well intentioned teachers.

p. 113 – “One way to get into the flow of education-related podcasting is to visit the Education Podcast Network.

If you haven’t done so yet, I would highly recommend it! Everything under the Education sun from math, science, social studies, language arts, to teaching with Smartboards, to current events and the arts is included. Some great ideas here for teaching. As a former teacher was wont to say, “we need to work smarter not necessarily harder”. Using this resource is one way to do so.

p. 117 – “If you have the means to create your own digital music, Garageband, for instance, you don’t have to worry about the copyright issues of using other people’s work.”

Not only does Gargeband (for Mac) allow you to easily create your own music, which you might use in the classroom in a number of different ways (such as creating songs to go with the content being taught), but it can also help you to create podcasts and other audio-based projects for use in the classroom. Yet another great free tool, but this time for the Apple platform!

p. 119 – “If the podcasting bug bites hard and you start creating regular “shows” don’t forget to go to the various directories to get yourself listed. Start with iTunes, but Podcastalley.com and Podcast.net are a couple you might want to go to as well.”

p. 120 – “These (videocasts) are done for real purposes, for real audiences, and are a great reminder as to the potential of the Read/Write Web.

I wondered what the best way to get the word out about a podcast outside of listing on one’s own blog was. Now I know. After all, the only way that these devices deliver is to publish to as many people as possible. Additionally, the realistic setting of any learning experience is what makes it valuable to students. If these podcasts and videocasts were created and then left on a hard drive to never be looked at again, their value to the students and (of course) to the audience is erased.

Week Four reflection - chapter 4

p. 57 – “That’s how each of Wikipedia’s millions of entries in over 200 languages have evolved, from the hands of people just like us with the concept that everyone together is smarter than anyone alone.”

This is a lesson that would be excellent for all students to learn through using this technology. It may seem apparent to most adults that we are smarter when we work together, but this it is much less so to children. Perfect for all subject areas, but I can very easily envision a social studies lesson with this as a sub-objective. This kind of cooperation encapsulates life skills that are so valuable for our students.

p. 59 – “ The best part is that if need be, you can easily use the history list to revert back to a previous version of the page should someone come and much things up.”

I wondered how this was easily achieved. Now I know!

p. 65 – “Or how about doing a book study on a wiki?”

What better way to get students to really get into reading and responding to in writing a book. I am considering setting up a wiki for a small group of advance readers in my 3rd grade class for them to respond to one another’s observations on their books. An online literature circle!

Flikr Project post

http://www.flickr.com/photos/35096101@N08/sets/72157613294024981/

RD-04-2.0.5
Students will identify and explain the sequence of activities needed to carry out a procedure.DOK 2