Two companies, Blaze Media Pro and Hyperionics seemed to stand out among the increasing number of video and screen capture software that is available. Blaze looked to be a very comprehensive video capture package with a ton of editing tools, including the ability to not only insert audio files to video, but to change existing audio, or delete audio altogether and a file converter (DVD audio to wav, etc.). It looked very powerful as well as interesting and seems to be more advanced than Camtasia. I definitely think that it is worthy of future consideration, but only after mastery of an essentials software.
The two types of capture programs that are available from Hyperionics are Hypercam and Hypersnap, though both are for screen shots rather than actual video. Hypersnap includes editing tools to enhance screen photos and customization techniques for adding script, etc. while Hypercam not only offers screen capture, but a scientific data collection, presentation (Excel), and storage capability. Both are available for free trial download.
I don't know enough about this type of software yet to form a comparison opinion between what is available and what is best for individual application, but the fact remains that screen and video capture along with audio is a great way to create tutorials and enhance learning opportunities. I may not have reached expert status on this area, but I have progressed beyond novice!
Sunday, April 22, 2007
Saturday, April 21, 2007
Inserting Audio...
While unable to narrate my "movie," produced with Camtasia due to the lack of a microphone , I find myself nonetheless captivated by how much more powerful from an educational standpoint the video capture becomes when the user can not only see a tutorial but hear it as well. Inspired to a little searching on the effectiveness of adding narration to video learning projects, I came across a pretty good article from the University of Minnesota that approached this issue from several directions, one of which was how audio enhancement was extremely effective for learning foreign languages. It might be deduced that audio has the potential to enhance any new information, regardless of the subject matter. Another avenue was how audio has helped many disabled students.
I know from my own experiences in the UF Specialist program that the PowerPoints utilized for the different classes that usually introduce important concepts are much more quickly assimilated due to the narrative component that is embedded within. The key to enhanced learning must be utilizing a variety of modalities. The quote "We hear and we forget. We see and we remember. We do and we understand." might be amended to say that if we hear, see, and practice, we add knowledge and skills to our cognitive being and we can apply them to a variety of applicable situations without having to go back and learn all over again.
I know from my own experiences in the UF Specialist program that the PowerPoints utilized for the different classes that usually introduce important concepts are much more quickly assimilated due to the narrative component that is embedded within. The key to enhanced learning must be utilizing a variety of modalities. The quote "We hear and we forget. We see and we remember. We do and we understand." might be amended to say that if we hear, see, and practice, we add knowledge and skills to our cognitive being and we can apply them to a variety of applicable situations without having to go back and learn all over again.
Tuesday, April 17, 2007
Video Capture...
Just some thoughts on a recent video capture project.
My initial experience with Camtasia, while not a complete success, has piqued my interest. I can certainly see the value of capturing the screen and related movements as well as adding audio commentary. The main problems that I experienced were with audio (no microphone, but working on that!), transitions (couldn't get them to stick in all of the splits), and final production (the production window was so big that I could not access any of the control buttons at the bottom). Still, this is an intriguing subject to me and I look forward to working more with it and preparing some teacher training footage for use during planning days and what have you.
The microphone problem is fairly easily solved, but the other two are kind of perplexing. No answer still for the transitions not sticking (with the exception of the first and last). The production problem was overcome to a certain extent as I remembered that I could use the "enter" key on the keyboard to handle some of the tasks. I think that I actually produced the video but was unable to determine where it was saved. A little exploration will likely lead me to it, but I would still love to know how to get the production window to a size that the buttons are visible!
The subject matter of my first capture was internet research techniques and could be useful for students or others with little experience in this area. If I could re-do the project, I would capture a Google screen where I actually did a "key word search" to show what it looked like and the resulting "hits." I plan to purchase the software and learning as much as I can about it can only help me use it to my advantage and that of our teachers for future projects.
My initial experience with Camtasia, while not a complete success, has piqued my interest. I can certainly see the value of capturing the screen and related movements as well as adding audio commentary. The main problems that I experienced were with audio (no microphone, but working on that!), transitions (couldn't get them to stick in all of the splits), and final production (the production window was so big that I could not access any of the control buttons at the bottom). Still, this is an intriguing subject to me and I look forward to working more with it and preparing some teacher training footage for use during planning days and what have you.
The microphone problem is fairly easily solved, but the other two are kind of perplexing. No answer still for the transitions not sticking (with the exception of the first and last). The production problem was overcome to a certain extent as I remembered that I could use the "enter" key on the keyboard to handle some of the tasks. I think that I actually produced the video but was unable to determine where it was saved. A little exploration will likely lead me to it, but I would still love to know how to get the production window to a size that the buttons are visible!
The subject matter of my first capture was internet research techniques and could be useful for students or others with little experience in this area. If I could re-do the project, I would capture a Google screen where I actually did a "key word search" to show what it looked like and the resulting "hits." I plan to purchase the software and learning as much as I can about it can only help me use it to my advantage and that of our teachers for future projects.
Saturday, April 14, 2007
AP Examinations...
I'll share a couple of interesting items that I have learned in my brief research of Advanced Placement in high schools. One is that the AP classes generally have an AP exam associated with them and the benefit is that with a high enough score, many colleges will grant undergraduate credit (to varying degrees). So now, not only can students increase their likelihood of acceptance by the college of their choice, but they also may be able to begin with some college credit already accumulated.
Sounds great, right? Well, perhaps in the public school setting, but what about private schools? It seems that there is a trend starting among some private schools to do away with AP courses. One explanation for this phenomenon given by a private school administrator in an article in the UCLA school newspaper was that there are some concerns that even AP curriculum does not reach the depth that many high-achieving students need (or want, as the case may be). The article also points out that many graduate schools will not accept AP credit, so there is fertile ground for debate on the merits of AP to a certain degree. An interesting sidebar is that College Board has had to institute thorough and regular audits of AP courses nationally because, it seems, that some of what is being passed off as AP isn't really! It is amazing how some professionals often will jump on a bandwagon with less than acceptable means!
If I had to concisely encapsulate what I have learned about AP, it would be that if you can offer it and are willing to do it correctly (train motivated teachers, certify the curriculum, and allow only those that are really qualified access), it can be a rewarding situation for many college-bound students. Half-done...well, we get the picture!
Sounds great, right? Well, perhaps in the public school setting, but what about private schools? It seems that there is a trend starting among some private schools to do away with AP courses. One explanation for this phenomenon given by a private school administrator in an article in the UCLA school newspaper was that there are some concerns that even AP curriculum does not reach the depth that many high-achieving students need (or want, as the case may be). The article also points out that many graduate schools will not accept AP credit, so there is fertile ground for debate on the merits of AP to a certain degree. An interesting sidebar is that College Board has had to institute thorough and regular audits of AP courses nationally because, it seems, that some of what is being passed off as AP isn't really! It is amazing how some professionals often will jump on a bandwagon with less than acceptable means!
If I had to concisely encapsulate what I have learned about AP, it would be that if you can offer it and are willing to do it correctly (train motivated teachers, certify the curriculum, and allow only those that are really qualified access), it can be a rewarding situation for many college-bound students. Half-done...well, we get the picture!
Thursday, April 12, 2007
More Advanced Placement...
In searching for more online information regarding AP courses, specifically teacher training and course development, I came across a site by College Board (responsible for AP) called AP Central that included developmental guides (for purchase) for all of the educational disciplines that are offered as AP classes. One specific feature highlighted was vertical teaming. Briefly, the idea behind this concept is to align the curriculum of a particular subject area among different grade levels so that the students learn overlapping terminology, methodology, and concepts that enable the educational process to become more efficient. Obviously, enriched learning is an intended outcome. Here in Georgia, we know this process as "vertical alignment."
It is interesting that primary to secondary education is widely held as a sequential process, but due to the way we construct our schools, there are natural barriers to this sequencing (K-5, 6-8, and 9-12 schools, for example) wherein the educators tend to remain and not stray outside of their boundaries. Vertical teaming is reminiscent of what took place in the old one-room school houses (I have read this, not experienced it, despite my age!). It makes perfect sense to me and falls right in with the concept that many larger schools are exploring called "small learning communities." The goal, of course, being increased student achievement.
Although we have just recently become an AP school (this year), we have employed vertical teaming in some subjects prior. Naturally, the plan is to employ this across the board. It is nice to think that not only the AP students, but essentially all will benefit from this emphasis as we have no educators that teach only AP.
It is interesting that primary to secondary education is widely held as a sequential process, but due to the way we construct our schools, there are natural barriers to this sequencing (K-5, 6-8, and 9-12 schools, for example) wherein the educators tend to remain and not stray outside of their boundaries. Vertical teaming is reminiscent of what took place in the old one-room school houses (I have read this, not experienced it, despite my age!). It makes perfect sense to me and falls right in with the concept that many larger schools are exploring called "small learning communities." The goal, of course, being increased student achievement.
Although we have just recently become an AP school (this year), we have employed vertical teaming in some subjects prior. Naturally, the plan is to employ this across the board. It is nice to think that not only the AP students, but essentially all will benefit from this emphasis as we have no educators that teach only AP.
Tuesday, April 10, 2007
AP Courses...
The previous posts concerning college entrance tests, coupled with my discussions last week with the faculty I'll be working with next year, have got me thinking about the transition our students make from high school to college. The school I am at now started offering AP courses this year in an effort to better equip our college-bound students, or at least give them an opportunity for an advantage when they apply for the school of their choice.
Since this has become one of the important indicators that many colleges use to gauge academic fitness of potential incoming freshmen, a lot of schools have jumped on the bandwagon. What seems to have happened is the development of some discrepancies in the rigor associated with AP courses from one school to the next. Accordingly, College Board, the organization responsible for AP certification and oversight has had to consider strengthening their standards.
I suppose that in addition to adding a higher layer of education provided to our students, AP classes are likely necessary due to the increases we have seen over the last several years in the numbers of students seeking a college education. In this day and time, it might likely be argued that AP is not fair because all students do not have access to (and in some cases do not want or cannot survive in) these courses. But then again, college was not initially meant to be for everybody! An interesting conundrum this AP business, eh?! Kind of flies in the face of our PC world!
Since this has become one of the important indicators that many colleges use to gauge academic fitness of potential incoming freshmen, a lot of schools have jumped on the bandwagon. What seems to have happened is the development of some discrepancies in the rigor associated with AP courses from one school to the next. Accordingly, College Board, the organization responsible for AP certification and oversight has had to consider strengthening their standards.
I suppose that in addition to adding a higher layer of education provided to our students, AP classes are likely necessary due to the increases we have seen over the last several years in the numbers of students seeking a college education. In this day and time, it might likely be argued that AP is not fair because all students do not have access to (and in some cases do not want or cannot survive in) these courses. But then again, college was not initially meant to be for everybody! An interesting conundrum this AP business, eh?! Kind of flies in the face of our PC world!
Saturday, April 7, 2007
College Entrance Exam Prep...Conclusion
This has been a good subject for me to research this week as I have fielded many questions over the past few weeks from parents of prospective college students regarding the ACT and SAT (is one better than the other, etc.?). It has been great to find that there are so many sites available that students can access to give them ideas about testing as well as provide some practice materials with no cost involved. If there is a problem, it is determining which are the "best of the best" and this research has allowed me to make some headway toward that end.
I did find another test prep site that was very comprehensive. Studyworks offers some free sample tests and problems and is very similar to Kaplan (referenced in a preceding post) in that they offer more in-depth services for a fee. One large part of Studyworks is that they offer test preparation in three different ways: classes at central locations; individual tutoring; and online classes. Their website is also very visually appealing and easy to maneuver with a lot of information (FAQ's, student testimonials by state and school, and teacher biographies, for example).
I will conclude this week with a really useful site I came upon that I think every 8th and 9th grader ought to be exposed to, particularly if they and/or their parents are considering college. AIE, or Adventures in Education, has a FAQ page that deals with planning for college and covers not only specific questions regarding entrance tests but also what they need to do as far as deciding on classes for high school and other aspects of becoming prepared to apply when the time arrives. Obviously, these questions can be answered by counselors, but this site can allow the students and their parents to refer to this information at any time and as frequently as they feel the need. This is another reminder that a little technology can go a long way to help our students be better prepared for their futures.
I did find another test prep site that was very comprehensive. Studyworks offers some free sample tests and problems and is very similar to Kaplan (referenced in a preceding post) in that they offer more in-depth services for a fee. One large part of Studyworks is that they offer test preparation in three different ways: classes at central locations; individual tutoring; and online classes. Their website is also very visually appealing and easy to maneuver with a lot of information (FAQ's, student testimonials by state and school, and teacher biographies, for example).
I will conclude this week with a really useful site I came upon that I think every 8th and 9th grader ought to be exposed to, particularly if they and/or their parents are considering college. AIE, or Adventures in Education, has a FAQ page that deals with planning for college and covers not only specific questions regarding entrance tests but also what they need to do as far as deciding on classes for high school and other aspects of becoming prepared to apply when the time arrives. Obviously, these questions can be answered by counselors, but this site can allow the students and their parents to refer to this information at any time and as frequently as they feel the need. This is another reminder that a little technology can go a long way to help our students be better prepared for their futures.
Thursday, April 5, 2007
Preparing For College Entrance Tests...Part II
While continuing my search for easily-accessible test preparation, I am learning more and more about college entrance tests, specifically the ACT and SAT. For instance, I had always understood that given the option, many students prefer the ACT because it is less math intensive (I alluded to this last post). I really did not know the specifics and since I took only the SAT (way back in 1978), I only had the word of others to go on. I found a brief article that neatly explained the differences in the tests and improved my personal understanding, especially where math was concerned.
The article from Lakeland College by Sally Wood explained that where math was concerned, the SAT required "two 25-minute sections and one 20-minute section; questions cover algebra, geometry, statistics, probability, and data analysis" while the ACT required "60 questions covering algebra, geometry, and trigonometry (60 minutes)," confirming what I have previously understood about the differences.
The site also contained a link to the Kaplan site. I was pleased to find that along with some good general test information as well as the obligatory sales pitch to enroll, there were also some free sample test questions. Additionally, there is info on selecting a school, applications, financial matters and college life. Obviously, if you sign up for the course, more and more is made available, but I was impressed that Kaplan offered as much for free as it did. That might have to do with the proliferation of sites dedicated to test prep! Hooray for the free enterprise system! It is nice to know that there are a variety of sites dedicated to improving student achievement on these tests. Getting that information to the students is definitely the key and the earlier the better.
The article from Lakeland College by Sally Wood explained that where math was concerned, the SAT required "two 25-minute sections and one 20-minute section; questions cover algebra, geometry, statistics, probability, and data analysis" while the ACT required "60 questions covering algebra, geometry, and trigonometry (60 minutes)," confirming what I have previously understood about the differences.
The site also contained a link to the Kaplan site. I was pleased to find that along with some good general test information as well as the obligatory sales pitch to enroll, there were also some free sample test questions. Additionally, there is info on selecting a school, applications, financial matters and college life. Obviously, if you sign up for the course, more and more is made available, but I was impressed that Kaplan offered as much for free as it did. That might have to do with the proliferation of sites dedicated to test prep! Hooray for the free enterprise system! It is nice to know that there are a variety of sites dedicated to improving student achievement on these tests. Getting that information to the students is definitely the key and the earlier the better.
Wednesday, April 4, 2007
Preparing for College Entrance Tests...Part I
I have spent the week thus far at my new destination for next year. One thing I have found as I interview teachers and field questions and comments from parents and students is that all have concerns regarding ACT and SAT preparation and testing. The school tends to encourage the ACT (less math intensive, I believe), so I have chosen to blog today about internet test prep sites as not every student wants to take or can afford a Kaplan course!
One of the first sites I looked into was testprepreview. I found it to be very comprehensive, breaking the test down into its basic components and offering practice questions with evaluations for each. There was also basic ACT info including test dates by state and an online study guide. A unique feature was an email test prep course offered free of charge that contains strategies for English, Reading, Science, and Math problems.
Powerprep was another prep site for the ACT, but included no practice questions/tests. There was, however, an "ACT Laboratory" section that contained some pretty good prep and testing strategies.
Lastly, ACT hosts a site similar to testprepreview that includes some practice test questions, test descriptions, and tips for success. Of course, they also offer a more comprehensive guide for purchase.
Depending on a student's level of test-taking skill, confidence, and willingness to prepare, there seems to be some good samples and strategies available at no cost.
One of the first sites I looked into was testprepreview. I found it to be very comprehensive, breaking the test down into its basic components and offering practice questions with evaluations for each. There was also basic ACT info including test dates by state and an online study guide. A unique feature was an email test prep course offered free of charge that contains strategies for English, Reading, Science, and Math problems.
Powerprep was another prep site for the ACT, but included no practice questions/tests. There was, however, an "ACT Laboratory" section that contained some pretty good prep and testing strategies.
Lastly, ACT hosts a site similar to testprepreview that includes some practice test questions, test descriptions, and tips for success. Of course, they also offer a more comprehensive guide for purchase.
Depending on a student's level of test-taking skill, confidence, and willingness to prepare, there seems to be some good samples and strategies available at no cost.
Sunday, April 1, 2007
iPod Horizon
Now that I have researched some of the fundamental operations and capabilities of the iPod (and let me just say that podcasts alone make these items a viable educational tool in my opinion), I am left wondering 'what's next?'
For the iPod, a little research led to a site appropriately titled 'AppleInsider' that featured an article on the immediate future of the iPod and related technology. I am sad to say that what they report is that there is no urgency to release a next generation of iPods (with enhanced capabilities). That is not to say that a '6th' generation won't arise at some point, just not yet. One question that comes to mind would be, has Apple gone as far as they can with the iPod? The answer likely would be 'doubtful,' if other forms of technology are any indication as virtually every tech-based appliance is seemingly continuously updated or replaced by something that does its job better, faster, and more cost-efficient.
Actually, any iPod improvements are likely still on the drawing board or are waiting for the release of Apple's latest tech gadget, the iPhone (due out in June, according to AppleInsider). The iPhone seems to be a hybrid (iPod, phone, internet connection) with a wide-screen (3.5 in.) that is controlled by a unique touch display. Et tu Blackberry?! (with apologies to Julius Caesar). Early price estimates are around the $500 mark on the high end, but a phone contract from certain providers can probably make one of these available for a little less than half that amount. After our redesign project of a week ago, I am impressed by the utility and educational capabilities of these multi-function devices (research on the go, for instance). Not being a gizmo person, I find myself strangely attracted to the inherent educational power of this (and similar) devices. My catharsis continues!
For the iPod, a little research led to a site appropriately titled 'AppleInsider' that featured an article on the immediate future of the iPod and related technology. I am sad to say that what they report is that there is no urgency to release a next generation of iPods (with enhanced capabilities). That is not to say that a '6th' generation won't arise at some point, just not yet. One question that comes to mind would be, has Apple gone as far as they can with the iPod? The answer likely would be 'doubtful,' if other forms of technology are any indication as virtually every tech-based appliance is seemingly continuously updated or replaced by something that does its job better, faster, and more cost-efficient.
Actually, any iPod improvements are likely still on the drawing board or are waiting for the release of Apple's latest tech gadget, the iPhone (due out in June, according to AppleInsider). The iPhone seems to be a hybrid (iPod, phone, internet connection) with a wide-screen (3.5 in.) that is controlled by a unique touch display. Et tu Blackberry?! (with apologies to Julius Caesar). Early price estimates are around the $500 mark on the high end, but a phone contract from certain providers can probably make one of these available for a little less than half that amount. After our redesign project of a week ago, I am impressed by the utility and educational capabilities of these multi-function devices (research on the go, for instance). Not being a gizmo person, I find myself strangely attracted to the inherent educational power of this (and similar) devices. My catharsis continues!
Saturday, March 31, 2007
Disclaimer...
I did it...again. Veered off course. From changing my thought processes about the utility of educational technology to diminishing student engagement. My zeal got the best of me. However, I couldn't let the timing (post testing/Spring Break) pass without those observations and some personal research. Nor could I not see a relation between educational technology and needed improvements in this area. Thanks Mark. Sorry Joe. But this all works together for me!
Engagement...
For Spring being a time of new birth and growth, it can certainly be depressing seeing many of our students wither and die (metaphorically speaking, of course) as we get to this point in the school year. Testing is over, Spring Break comes and goes, and along with...student motivation. Obviously, this is not all inclusive, but for many students, Spring is simply a sentence that must be served until Summer rolls around and with it the parole many have been waiting so long for.
So what's the problem? Why do the ranks of the unmotivated seem to grow this time of the year? And what can educators do about it? I'll begin with the last question and I'll answer by saying that what we don't need to do is try and simply survive, all the while longing for the days when it seemed like all of the students were little paper dolls and knew how to behave and could focus longer (check this blog out for some ideas on students and engagement). Like our society and world, students have evolved and are more overtly diverse than ever before. They don't all respond to identical stimuli across educational disciplines, in fact, they likely need a multitude of various techniques and offerings to grab and hold them.
The first two questions' answers lie partially within the educator. Are we enthusiastic enough to keep searching for things to motivate the stagnant? Or are we simply marking off the days on the calendar along with the students? Does an over-emphasis on testing this time of the year add to this problem? Absolutely! But until the laws change, this situation will remain as it is. Overcoming this situation is, in my opinion, critical for our students, especially those in the middle and on down from an achievement standpoint. While searching for answers, I came a across a very simple and straightforward site from the Northwest Regional Educational Laboratory dealing with this very topic. I won't go over the entire article...but I will end with this quote that should inspire at a least casual glance if not some independent research beyond. " Whether the decrease in student engagement is the result of unmotivated students or of school practices that fail to sufficiently interest and engage all learners, an ample body of research suggests that the situation can be changed." I can't help but think that educational technology can play a vital role.
So what's the problem? Why do the ranks of the unmotivated seem to grow this time of the year? And what can educators do about it? I'll begin with the last question and I'll answer by saying that what we don't need to do is try and simply survive, all the while longing for the days when it seemed like all of the students were little paper dolls and knew how to behave and could focus longer (check this blog out for some ideas on students and engagement). Like our society and world, students have evolved and are more overtly diverse than ever before. They don't all respond to identical stimuli across educational disciplines, in fact, they likely need a multitude of various techniques and offerings to grab and hold them.
The first two questions' answers lie partially within the educator. Are we enthusiastic enough to keep searching for things to motivate the stagnant? Or are we simply marking off the days on the calendar along with the students? Does an over-emphasis on testing this time of the year add to this problem? Absolutely! But until the laws change, this situation will remain as it is. Overcoming this situation is, in my opinion, critical for our students, especially those in the middle and on down from an achievement standpoint. While searching for answers, I came a across a very simple and straightforward site from the Northwest Regional Educational Laboratory dealing with this very topic. I won't go over the entire article...but I will end with this quote that should inspire at a least casual glance if not some independent research beyond. " Whether the decrease in student engagement is the result of unmotivated students or of school practices that fail to sufficiently interest and engage all learners, an ample body of research suggests that the situation can be changed." I can't help but think that educational technology can play a vital role.
Friday, March 30, 2007
Podcasts...
I am in the process of learning as much as I can about how a personal consumer technological device can aid learning and I was amazed to find just how versatile the iPod can be, particularly where the podcasts are concerned. I looked at a site developed by Apple (no shock there, eh?!). and found it to be very simple but to the point about podcasts and related topics (how to create them as well as how they work and some examples).
I searched some sites and found a few that offered an educational mix that spanned a variety of subjects. One good one was The Educational Podcast Network, or EPN for short. I found a variety of educational podcasts that could be very useful in many educational settings. One I previewed was "Learning to Speak Spanish." I can tell you that from my own past experiences with learning a second language, having the ability to listen to the language (especially on the go, anytime and anywhere), as opposed to simply reading and saying, adds depth to the learning experience and adds some permanence. It is neat to think of students using their iPods in this manner as opposed to listening to Metallica, Snoop Dog, or Lawrence Welk (depending on your particular poison!).
To be fair, I searched a little to see just what you could find on podcasts and like the web itself, there is virtually anything available and a ton of sites dedicated to everything "from the sublime to the ridiculous!" Podcastalley was one such site. It is a little disturbing to know that one can download just about anything, but I guess we should be used to that by now since the web has been that way for some time.
I will close by saying that it is nice that you can also utilize your PC for the podcasts. But how powerful is this concept of being able to take any audio information you would like with you to use at your discretion? I wish this wold have been available when I was doing my undergrad. Who knows, I might have been able to listen to the Organic Chemistry lectures while I was working out or riding somewhere as opposed to only going over my shabby notes. I might have been a doctor instead of an educator. Hmmmm?!
I searched some sites and found a few that offered an educational mix that spanned a variety of subjects. One good one was The Educational Podcast Network, or EPN for short. I found a variety of educational podcasts that could be very useful in many educational settings. One I previewed was "Learning to Speak Spanish." I can tell you that from my own past experiences with learning a second language, having the ability to listen to the language (especially on the go, anytime and anywhere), as opposed to simply reading and saying, adds depth to the learning experience and adds some permanence. It is neat to think of students using their iPods in this manner as opposed to listening to Metallica, Snoop Dog, or Lawrence Welk (depending on your particular poison!).
To be fair, I searched a little to see just what you could find on podcasts and like the web itself, there is virtually anything available and a ton of sites dedicated to everything "from the sublime to the ridiculous!" Podcastalley was one such site. It is a little disturbing to know that one can download just about anything, but I guess we should be used to that by now since the web has been that way for some time.
I will close by saying that it is nice that you can also utilize your PC for the podcasts. But how powerful is this concept of being able to take any audio information you would like with you to use at your discretion? I wish this wold have been available when I was doing my undergrad. Who knows, I might have been able to listen to the Organic Chemistry lectures while I was working out or riding somewhere as opposed to only going over my shabby notes. I might have been a doctor instead of an educator. Hmmmm?!
Wednesday, March 28, 2007
Cathartic Thoughts
I find myself in the midst of a shift in my thinking toward modern technology. In many schools still, iPods and cell phones are the stuff that maddens educators and allows the students to drift off into the nether reaches, minds closed and impervious to intelligent ideas! Of course, it wasn't that long ago (or was it?) that many of my teachers thought chewing gum was to be the ruin of our generation!
My point is this: personal consumer technology is here to stay; it will only get smaller and more sophisticated in my opinion and virtually every student is seemingly captivated by it. Why not tap into it as a means of enhancement? I have stood upon this electronic soapbox in the past weeks and railed about the problems that it causes in schools. What has become apparent is that it remains despite our best efforts to have it removed. I must admit to some lingering fundamental misgivings, but there is still too much potential to help.
Thus, I begin my journey into learning more about how to better utilize what the kids have and what they like in order to aid in their quest for higher learning. I think I'll start by learning as much as I can about iPods (sorry Mark, not copy-catting!) and podcasts. It helps that my 10 year-old saved his Christmas and birthday money and bought an iPod Nano so that I can experiment a little. What I hear from colleagues (both at work and in my classes thus far) is that using and creating podcasts can add a lot to the educational experiences. Hopefully, I'll know a little more by my next post!
My point is this: personal consumer technology is here to stay; it will only get smaller and more sophisticated in my opinion and virtually every student is seemingly captivated by it. Why not tap into it as a means of enhancement? I have stood upon this electronic soapbox in the past weeks and railed about the problems that it causes in schools. What has become apparent is that it remains despite our best efforts to have it removed. I must admit to some lingering fundamental misgivings, but there is still too much potential to help.
Thus, I begin my journey into learning more about how to better utilize what the kids have and what they like in order to aid in their quest for higher learning. I think I'll start by learning as much as I can about iPods (sorry Mark, not copy-catting!) and podcasts. It helps that my 10 year-old saved his Christmas and birthday money and bought an iPod Nano so that I can experiment a little. What I hear from colleagues (both at work and in my classes thus far) is that using and creating podcasts can add a lot to the educational experiences. Hopefully, I'll know a little more by my next post!
Friday, March 23, 2007
Week Three Conclusion
I'll end this week as I started: the subject is cell phones in the schools. I found a really nice article from Glencoe online dealing with the cell phone issue in schools by Elizabeth Melville. It is not very long but touches on some of the problems I have previously alluded to (with some good links) as well as some of the educational benefits cell phones could provide, such as the function of "a calculator, digital camera, internet access, and dictionary." Of course, other more creative uses can be devised and some are referenced in the article.
What continues to ring out to me is that regardless of how far we advance as a society, especially from a technological standpoint, we appear to be going backwards in terms of teaching and requiring self-control from our students as well as keeping our human yearning for self-indulgence in check. The author refers to many school districts giving in altogether to the wishes of parents and students where the phones are concerned with some allowing unrestricted use and others asking that they be left off. One can only imagine how the latter scenario generally works out!
This type of nagging problem may well be the constant spawn of the union between schools and technology. I can recall how wonderful the first internet connection in our school was...right up until the first access of a site hosting explicit photos! Of course that battle is still constantly being waged with the victors alternating between tech support and innovative students. We must remember, however, that the first fiery crash did not spell the end of the automobile and I suppose the history of educational technology will closely mirror that of the auto industry. That is, the models will keep changing along with better performance and options and the safety features will evolve right alongside!
What continues to ring out to me is that regardless of how far we advance as a society, especially from a technological standpoint, we appear to be going backwards in terms of teaching and requiring self-control from our students as well as keeping our human yearning for self-indulgence in check. The author refers to many school districts giving in altogether to the wishes of parents and students where the phones are concerned with some allowing unrestricted use and others asking that they be left off. One can only imagine how the latter scenario generally works out!
This type of nagging problem may well be the constant spawn of the union between schools and technology. I can recall how wonderful the first internet connection in our school was...right up until the first access of a site hosting explicit photos! Of course that battle is still constantly being waged with the victors alternating between tech support and innovative students. We must remember, however, that the first fiery crash did not spell the end of the automobile and I suppose the history of educational technology will closely mirror that of the auto industry. That is, the models will keep changing along with better performance and options and the safety features will evolve right alongside!
Thursday, March 22, 2007
Heat Index
Here is an interesting turn of events related to technology. Georgia High School Association (athletic governing body) through the state Board of Education has mandated that each member school adopt a policy outlining acceptable heat index levels and precautionary methods to employ for each sport practicing and playing during the late spring through the fall. This is in response to an increase in heat-related deaths over the last few years, especially during football. Once a table has been detemined with acceptable thresholds, the practice or game time heat index must be measured and the decision whether to proceed, suspend, or cancel is made.
Now, how is the heat index determined? Local weather? Actually, each school will likely have to purchase an instrument for on-field measurement at the time of practice. An example of such a device can be seen here. A daily record must also be kept in the event that a heat-related medical emergency occur. Of course, us old-timers often grunt and say things like "this new generation isn't as tough as we were" or "they spend all of their time in the AC!" Regardless of whether such statements are true or not, it is incumbent that the schools and their agents do everything in their power to ensure the safety of each participant. Requiring the purchase and use of instruments such as the digital heat index measurement devices is a step in a positive direction. One thing is for certain, it has to be a lot easier than using the old wet bulb or sling psychrometer!
Now, how is the heat index determined? Local weather? Actually, each school will likely have to purchase an instrument for on-field measurement at the time of practice. An example of such a device can be seen here. A daily record must also be kept in the event that a heat-related medical emergency occur. Of course, us old-timers often grunt and say things like "this new generation isn't as tough as we were" or "they spend all of their time in the AC!" Regardless of whether such statements are true or not, it is incumbent that the schools and their agents do everything in their power to ensure the safety of each participant. Requiring the purchase and use of instruments such as the digital heat index measurement devices is a step in a positive direction. One thing is for certain, it has to be a lot easier than using the old wet bulb or sling psychrometer!
Monday, March 19, 2007
Considering Ideas From My Group...
Since reading a classmate's posting on the GLIDES program, I have been somewhat intrigued by one of the student responses that essentially said that with all of the different technology to which students have access, it makes sense to utilize them for educational puposes (e.g. iPods for podcasts). While one part of me (the teacher side, I think) agrees whole-heartedly, the other side (definitely the administrator) cringes a little to think of some of these gizmos being allowed in school when most have heretofore been used for purposes about as non-educational as can be!
Cell phones, for instance (depending on the features), could be used by groups to take photos and transmit information from a remote site back to the classroom for a variety of projects across several curricula. Unfortunately, a recent experience proved that students can't always be counted-on to use these devices for such noble reasons. We had a shooting in our small town and the perpetrator (since apprehended) was on the loose. Rumors of invading gangs and drive-by shootings were rampant from the time the first bus arrived the next day and thanks to digital communications, almost half of our students had called home or their parents had been alerted by the parents of their kid's friends and we were left with a "ghost town," inhabited by the remaining terrified few. Of course, all the rumors turned out to be false, but a day of education was sacrificed.
I guess the point I am trying to make is that without student maturity and self-control, utilizing current technology can be hampered if not stymied altogether. Cell phones have gotten so bad in some schools (for reasons similar to what I have alluded to as well as cheating, drug deals, threats, etc.) that they have been banned. In searching for ways to combat unwanted cell phone use, I came across devices called "jammers" that render the phones useless in certain areas. Unfortunately, it seems that they are currently illegal in the US, likely due to the fact that they might interfere with certain emergency frequencies or those making legitimate calls. Perhaps as technology advances, something else will come along that will be useful in this way without disrupting legitimate communication.
Obviously cell phones aren't the only techno-culprits. In reality, it is the societal problem of wanting what we want when we want it, with little or no regard for impacts or consequences. Which is a shame because current (and future) technology has so much that it could offer to enhance educational experiences. It seems that for the time being at least, only isolated pockets will be able to utilize it in the school setting.
Cell phones, for instance (depending on the features), could be used by groups to take photos and transmit information from a remote site back to the classroom for a variety of projects across several curricula. Unfortunately, a recent experience proved that students can't always be counted-on to use these devices for such noble reasons. We had a shooting in our small town and the perpetrator (since apprehended) was on the loose. Rumors of invading gangs and drive-by shootings were rampant from the time the first bus arrived the next day and thanks to digital communications, almost half of our students had called home or their parents had been alerted by the parents of their kid's friends and we were left with a "ghost town," inhabited by the remaining terrified few. Of course, all the rumors turned out to be false, but a day of education was sacrificed.
I guess the point I am trying to make is that without student maturity and self-control, utilizing current technology can be hampered if not stymied altogether. Cell phones have gotten so bad in some schools (for reasons similar to what I have alluded to as well as cheating, drug deals, threats, etc.) that they have been banned. In searching for ways to combat unwanted cell phone use, I came across devices called "jammers" that render the phones useless in certain areas. Unfortunately, it seems that they are currently illegal in the US, likely due to the fact that they might interfere with certain emergency frequencies or those making legitimate calls. Perhaps as technology advances, something else will come along that will be useful in this way without disrupting legitimate communication.
Obviously cell phones aren't the only techno-culprits. In reality, it is the societal problem of wanting what we want when we want it, with little or no regard for impacts or consequences. Which is a shame because current (and future) technology has so much that it could offer to enhance educational experiences. It seems that for the time being at least, only isolated pockets will be able to utilize it in the school setting.
Thursday, March 15, 2007
WebQuest Finale!
My final posting this week will also wrap up my re-discovery of WebQuests. I have enjoyed going back through the different hosting sites (there are a ton!) and also those that give good descriptions of how to create. I have tried to share some that I have come across with my blog group and I hope I have not bored them to tears!
For this posting, I decided to look into a subject that would be of interest to my son, who is a 4th grader and has just wrapped up a unit on the Civil War. Like many boys his age, this is part of American history that holds his attention. In fact, we took a family trip south of Tallahassee (to Woodville) and watched the reenactment of the Battle of Natural Bridge. It was fun seeing the actors portraying the Union and Southern troops and it was quite realistic as the Park Rangers passed out ear plugs (the cannon were very loud and you could feel the concussion of each report). Needless to say, my son was full of questions all the way home. So, I couldn't help but think about how great it would be to find activities that would relate to his interest in the Civil War and maybe even share them with his teacher. Thus, I found two that were interesting and appropriate for his age group. The first was a group project that dealt with researching and rating 5 critical battles from the viewpoint of a newspaper person. The second was also a group project and asked the participants to create a Civil War scrapbook from their research, which included soldier and civilian life, music, spies and codes, battles, etc. The rubric used for evaluation for this one was quite creative. Instead of "does not meet" to "exceeds expectations," it ranked the students from"deserter" to "general!" I can't wait to test this out on my son! After all, he has to have something to do educationally over Spring Break!
To close out this chapter, I will reiterate that WebQuests are great augmentations to virtually any curricula across disciplines and grade levels. They are not, however, meant to be day-after-day substitutes for creative instruction. A parallel may be drawn to all Ed Tech media in that none of it is meant to take the place of teacher and student effort, if if there are some who think otherwise!
For this posting, I decided to look into a subject that would be of interest to my son, who is a 4th grader and has just wrapped up a unit on the Civil War. Like many boys his age, this is part of American history that holds his attention. In fact, we took a family trip south of Tallahassee (to Woodville) and watched the reenactment of the Battle of Natural Bridge. It was fun seeing the actors portraying the Union and Southern troops and it was quite realistic as the Park Rangers passed out ear plugs (the cannon were very loud and you could feel the concussion of each report). Needless to say, my son was full of questions all the way home. So, I couldn't help but think about how great it would be to find activities that would relate to his interest in the Civil War and maybe even share them with his teacher. Thus, I found two that were interesting and appropriate for his age group. The first was a group project that dealt with researching and rating 5 critical battles from the viewpoint of a newspaper person. The second was also a group project and asked the participants to create a Civil War scrapbook from their research, which included soldier and civilian life, music, spies and codes, battles, etc. The rubric used for evaluation for this one was quite creative. Instead of "does not meet" to "exceeds expectations," it ranked the students from"deserter" to "general!" I can't wait to test this out on my son! After all, he has to have something to do educationally over Spring Break!
To close out this chapter, I will reiterate that WebQuests are great augmentations to virtually any curricula across disciplines and grade levels. They are not, however, meant to be day-after-day substitutes for creative instruction. A parallel may be drawn to all Ed Tech media in that none of it is meant to take the place of teacher and student effort, if if there are some who think otherwise!
Wednesday, March 14, 2007
A Little More on WebQuests
I have sent some WebQuest ideas to a couple of my colleagues. Obviously, I think that they have a lot of usefulness, particularly with the lower grades (but not exclusively). Many can be like a scavenger hunt or they can involve some really good research practices. WebQuest Direct has some very helpful ideas for using them in the classroom and even links to some very good supporting articles. As with all Ed Tech ideas, I think one should use WebQuests about like salting your food: just enough to enhance the flavor but too much and you don't want to eat what's on your plate!
One of the best sources that I have found is through San Diego State University (go to "examples" and search in a particular subject area to see some of what is available). They have obviously done a lot of work in this area and provide a pretty good database of how-to's as well as a huge selection of available WebQuests in every subject and grade level imaginable. Of course, there are many sources that require some searching, but I have found a lot of quality associated with this group.
I would not, however, limit myself to these two suggestions as there are seemingly limitless ideas for existing WebQuests as well as tutorials on creating your own. Who knows, it might be neat to have a class help create one or more!
One of the best sources that I have found is through San Diego State University (go to "examples" and search in a particular subject area to see some of what is available). They have obviously done a lot of work in this area and provide a pretty good database of how-to's as well as a huge selection of available WebQuests in every subject and grade level imaginable. Of course, there are many sources that require some searching, but I have found a lot of quality associated with this group.
I would not, however, limit myself to these two suggestions as there are seemingly limitless ideas for existing WebQuests as well as tutorials on creating your own. Who knows, it might be neat to have a class help create one or more!
Saturday, March 10, 2007
Seeking Technology for Educational Use
As an educator, administrator, student, and parent, my goal for this blog is to interact with and gain insight/ideas about technological aspects that may be used across curricula and grade levels. I understand that this is a broad scope and may eventually require some narrowing, but at this point my own knowledge and familiarity is somewhat limited.
I am beginning a new stage in my educational career. I will soon become the Headmaster at my old school and one of my goals is to be able to provide as much information and aid (from a technological standpoint) that can be of use for the faculty and students. Because we are a K-12 school, I think it is necessary to look from top to bottom. One area that I utilized the last year that I taught classes was "web quests." I found them to be a very useful and interesting way to augment my lessons and they are available in a variety of subjects. There are some neat sites that allow quick access and are very user-friendly.
Obviously, I am looking to expand and will certainly look for feedback from my UF Instructional Computing II classmates. But Information outside of that realm is coveted as well. So, as the title says...Ed-Tech ideas are welcome here!
I am beginning a new stage in my educational career. I will soon become the Headmaster at my old school and one of my goals is to be able to provide as much information and aid (from a technological standpoint) that can be of use for the faculty and students. Because we are a K-12 school, I think it is necessary to look from top to bottom. One area that I utilized the last year that I taught classes was "web quests." I found them to be a very useful and interesting way to augment my lessons and they are available in a variety of subjects. There are some neat sites that allow quick access and are very user-friendly.
Obviously, I am looking to expand and will certainly look for feedback from my UF Instructional Computing II classmates. But Information outside of that realm is coveted as well. So, as the title says...Ed-Tech ideas are welcome here!
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