Podcasting

October 4, 2013

As a teacher, I constantly strive to innovative methods for introducing concepts that will both intrigue students to want to learn more about the concept and foster an enduring understanding so that they will be able to apply the concept or skill in other contents.  I am aware of Brain Based Research which holds these beliefs: 

·         The brain is a parallel processor (meaning it can perform several activities at once, like tasting and smelling)

·         Learning engages the whole physiology.

·         The search for meaning is innate.

·         The search for meaning comes through patterning.

·         Emotions are critical to patterning.

·         The brain processes wholes and parts simultaneously.

·         Learning involves both focused attention and peripheral perception.

·         Learning involves both conscious and unconscious processes.

·         We have two types of memory: spatial and rote.

·         We understand best when facts are embedded in natural, spatial memory. Learning is enhanced by challenge and inhibited by threat.

http://www.funderstanding.com/theory/brain-based-learning/brain-based-learning/#sthash.B3XT2fC7.dpuf

Acknowledging these learning factors, I am able to recommend podcasting as a method to entice students to learn new instructional material and demonstrate their knowledge of the information by creating a skit or newscast that can be captured in a podcast which can be shared with peers.  Podcasting affords students the opportunity to develop a mental connection with the concept or skill, and the flexibility for them to use the podcast as a tool for documenting knowledge.  Students will surely enjoy the teaching and learning exchange the podcast offers as opposed to a paper-pencil format

I took the opportunity to let my students listen to a podcast produced by Mills Murfee Podcast 7.  The students of Mills Murfee covered the Civil War.  I gave my students a list of facts regarding the Civil War.  They had to listen to the podcast and write True or False next to each fact on the list.  At the end of the podcast, students were polled about the approach to learning about the Civil War.  An overwhelming majority of the students enjoyed having students teach them instead of reading the information from their textbooks.  They asked me if they could do a podcast.  Now, I am going to incorporate at least one podcast into this year’s student portfolio.

http://millsmurfee.blogspot.com/

Blog 5: video distribution systems, Georgia Public Broadcasting education resources, school TV news

How can we, as parents and teachers, get and keep children interested in learning? That has been a questions pondered for decades.  A few pockets of people believe that learning should be intrinsically-motivated.  Others believe learning can be extrinsically-motivated.  While others assert that learning is a combination off extrinsic and intrinsic motivators.  As I watched the students of Eisenhower Middle School,  I was bombarded with ideas of how something as simple as producing a morning show or a “Kids on Kids” news show could make the difference between a high attendance rate and a low attendance rate and a school plagued with discipline issues and one with growing achievement scores.  I believe when students’ connections with school grows so does their interest in attending school and learning about content.  The little ones at Orenco Elementary were actively learning—whether they were aware of this or not.   My mental connections and visuals of learning were becoming more and more vivid as I watched both levels (elementary and middle) working as news anchors.  What if we were to rotate anchors every two weeks based on some academic and citizenship criteria?  What if students were given jobs as camera operator or script writer based upon an improved-discipline or attendance record?  Students need to feel included in their place of academics.  I do not understand the reasoning behind starting student government and student council in high school.  Students should begin to see student leadership in elementary school.  They can begin to aspire to assume one of the leadership roles at an early age. 

                In comparison to the school productions at Orenco and Eisenhower elementary, my school is very behind the times.  A morning show is presented to the student body every morning via a closed circuit on Channel 6.  The show is not produced in the sense of students writing the scripts, practicing, or even being aware of the information they will be presenting.  The students receive the information maybe five minutes before going live to deliver the information on T.V.  The morning show students are selected by the media specialist each year.  She makes her selection of the students based on her knowledge of them, their ability to read and enunciate difficult words, and their ability to follow directions.  The LMS does not rotate students in and out of their morning show positions.  Currently, students deliver school announcements, the Pledge (in English and Spanish), and moment of silence.  Any additional announce is delivered by the principal or assistant principal.  The “behind the scenes” position includes the camera operator and sound check person.  The camera operator turns on the video camera and pans it to the left or right depending on the need.  The sound check persons checks the out level of equipment and runs down a few halls to ensure that the broadcast is being heard via televisions tuned to Channel 6.  Obviously, the impromptu nature of the broadcast lends itself to SNAFUs.  There have been times when the broadcast did not occur because the P.A. system was inoperable.  The microphones used in the broadcast were linked to the P.A. system.   The only solution was contact someone at the county office to fix the P.A. system.

            It does not take a rocket scientist to see that my school has a long way to go from its Little House on the Prairie presentations to the ones produce by Orenco and Eisenhower.   The best place to begin is to add a production format and time for production.  The goal of my county and Common Core is to get students “college and career ready.”  The broadcast could include some information related to colleges and careers.  What are some other items my school could add to its broadcast?

Web Pages

Daily, I wonder how different my life would have been if, at an early age, I had the world at the end of my fingers with just a point and click of a mouse.  Now that I do, I use the internet for everything from getting ideas for meals to hairstyles and educational resources to planning a vacation.  Generally when people search the world-wide web, they are in search of information to deepen their knowledge about a concept or subject matter.  They will use strategic key words to narrow their search and attempt to eliminate the need to read through irrelevant pieces of information.  In order to make information easily accessible and accommodating, web sites should be organized in a manner that is conducive to use by the target audience.  Jurkowski (2006) explains, “A library Web page for a third grader will be much different than for a high school student.”  With that thought in mind, one should build a sight that is both inviting and user-friendly for the students that will be served.  If the school or entity services a wide range of academic levels, “There may have to be different branch-off points,” (Jurkowski, p. 79).    As demonstrated by North Elementary School’s Web Page, North Elementary Virtual Library, adding links for each grade level to the home page allows users to access information that is pertinent to their interests.  As I click on link after link of this school’s virtual library, I found age and grade level appropriate information.  It is evident that the media specialists take time to consider the audience and to collaborate with teachers to stay abreast of the curricular goals and learning objectives.  What I found to be a wonderful component of North’s site is that students throughout the school district will be able to benefit from accessing the links contained within the site. 

          As a patron of a web page, I think the Home page is like the cover of a book.  If it aesthetically-appealing and lists links to a myriad of additional topics that are of interest, an individual will stay on the site longer.  I also really appreciate the effort the webmaster makes to keep the site current and test links that they have embedded into their web pages.  It is absolutely aggravating to click on an embedded link only to receive a message indicating the link is broken or the website has been removed.  My five most important pieces of information to be placed on a library’s web page respectively include name of media specialists, email address, phone number, topics of sites and programs sponsored by the media department, links to virtual library resources and books, and hours of operation.  Jurkowski (2006) identified “Date website last updated” as the least important feature of a website.  Prior to taking media courses, I would not have given much consideration to the date a site was updated; however, now, I understand how analyzing the dates of the updates could be the difference between receiving the most current information and receiving information that is outdated.  One way to keep the website updated is to design it to be interactive and allow patrons permission to post information and relatable links on th pages. Library 2.0 and Beyond asserts that the library must diverge from one that has a locus of control governed by the media specialists.  Instead, media specialists “must create mechanisms for patrons to create their own systems and to contribute content to our systems.“ (p. 10).  The media center’s Homepage is a great location for a wiki link or a blog.  These interactive features will keep audience active participants and frequent visitors to the web site.  In turn, the webmaster has to frequently monitor the content to ensure that decency is observed.

          If a web page hopes to cut the mustard and make a blip on my radar, it needs to contain the following.

 

1.    An eye-pleasing format with readable font.

2.    A list appropriately labeled links to information embedded within site and for external sites

3.    Contact information and Hours of operation

4.    A virtual library

5.    WebQuests and Pathfinders

6.    A list of media programs

7.    Content Specific links

8.    District mission and vision statement for media centers

9.    School  Demographics

10.  Policy and Procedures (This is homage to the Policy and Procedure Handbook requirement for Westga.)

         

Welcome to the blog for Team 7, MEDT 7477, Fall 2013.
To get started, team members will need to discuss the layout you want to use.  Then you will check the course website for the schedule -- topics, as well as when each of you will do original posts and when you will be responsible for response posts to classmates.
OPC