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Sunday, May 31, 2009
Saturday, May 30, 2009
The Influence of Technology on Education Today
The influence of technology on our daily life is increasing every minute. It has become very important and necessary to improve the quality of our performance, make our schools more attractive for students and teachers to easily do their jobs and assignments. In general, the current generation is dealing with technological devices, such as cell phones, personal digital Assistants (PDA) and computers. Since people are very familiar with such devices and they have become part of daily life for communication, why shouldn’t we use such technologies to help enhance students’ learning in schools and encourage them to acquire good skills for their future life? As access to computer- based technology in schools and classrooms is to prepare teachers to use technology for instructional purpose, in Defense Language Institute (DLI), integrating technology plays an important role in delivering lessons in classrooms, especially in teaching culture notes, cultural presentations, and teaching vocabulary through activities, using the smart board, computer, projector, and sound media. These devices help teachers to use hypermedia in delivering lessons, with some interactive combination of text with pictures, sound, and video.
The majority of DLI students who have electronic devices, most likely use them primarily for educational purposes, secondarily for communication, classroom activities, presentation and surfing Internet for fun and pleasure. The popularity of using computer along with Internet in schools have changed the way we assume our tasks, activities and communicate with each other. The influence of computers and Internet has created a world that is much smaller in aspects, because ideas, information and knowledge through on line classes can be shared easily across the globe.
I think integrating technology in education and using it in the classroom helps change the central role of teachers to be facilitators and providers of learning environment and knowledge for students, as well as the role of the students is changed to become proconsumers. The use of technology in instruction improves students’ skills to be able to do research, assignments, getting on line feedback from instructors interactive communication, such as chatting, email messaging and discussion to empower collaborative learning, in addition to sharing ideas and knowledge round the world and receives variety of ideas in one topic being under discussion. According to what is mentioned previously, technology can be used in many ways as an integral part of the curriculum to meet the needs of the diverse learners. It gives both teachers and students more opportunities for feedback, reflection, and revision. Technology can also help learners organize and re-organize their knowledge. Using technology helps learners save time, and improves the learning outcomes. Different writers supported these ideas. Such as http://iteslj.org/Articles/Singhal-Internet.html
- http://coe.west.asu.edu/students/hcarter/techrationale.htm
Reference:
· www.insidehighered.com/news
· www.mewhorizons.org
· www.macinstruct.edu
· www.ecause.edu
· Educause Connect
· Journal of Teacher Education, Vol. 54, No. 4, 2003
Sunday, May 24, 2009
Evaluating Instructional Websites
click this link Criteria
With the advent of world Wide Webs and huge amount of information that's contained there, students need to be able to evaluate a web page for design, navigability, authority, bias, citation, dates, contents and links, handicapped and relevance. The ability to evaluate information is an important skill in this information era. Accordingly the most important factor when evaluating the websites is your search, your needs. What we are using the web for? Sports? Entertainment? Or Academic work? Therefore, as teachers we must be able to evaluate the quality of the website we will be bringing into our classroom. Good educational websites have certain criteria the teacher must consider before introducing them to the students. Many websites found on Internet can be of low educational value and shouldn't be used in a classroom setting. If the educational website to be used in the classroom, the content should be without particular commercial, political, gender or racial bias, the teacher must address the bias in a classroom. In order to help the reader understands how to apply the given criteria, I navigated the following the websites and chose the first one as an example:-u Http://www.funschool.com
u Http://www.edchange.org
u Http://www.education.gov
Funschool.com is an educational website targets kids from pre-school age to grade six. ThePrimary purpose for this site is teaching children different subjects, such as Mathematics,Geography, Science, and Ecology. The website has recently updated. For my personal opinion, I like this website and I recommend it for class use. The funschool.com is well organized and it is easy to navigate through the pages and links are relevant to the topics and clearly marked, colored and easily take the user to the new page. The site’s content is appropriate for the targeted kids as well as the texts, graphics and the language use, and free from spelling mistakes, grammatical and syntax errors. Funschool.com is also free from commercial, political and gender bias. I did not notice any option for handicapped to help them easily access the website. In general funschool.com is very for suitable for six grade students because it includes a lot of games, coloring and doing activities suitable for lower grade students.References:
u Http://www.funschool.com
u Http://www.edchange.org
u Http://www.education.gov
u Http://www.memebers.fortune.com
u Http://www.usask.ca/education/coursework
With the advent of world Wide Webs and huge amount of information that's contained there, students need to be able to evaluate a web page for design, navigability, authority, bias, citation, dates, contents and links, handicapped and relevance. The ability to evaluate information is an important skill in this information era. Accordingly the most important factor when evaluating the websites is your search, your needs. What we are using the web for? Sports? Entertainment? Or Academic work? Therefore, as teachers we must be able to evaluate the quality of the website we will be bringing into our classroom. Good educational websites have certain criteria the teacher must consider before introducing them to the students. Many websites found on Internet can be of low educational value and shouldn't be used in a classroom setting. If the educational website to be used in the classroom, the content should be without particular commercial, political, gender or racial bias, the teacher must address the bias in a classroom. In order to help the reader understands how to apply the given criteria, I navigated the following the websites and chose the first one as an example:-u Http://www.funschool.com
u Http://www.edchange.org
u Http://www.education.gov
Funschool.com is an educational website targets kids from pre-school age to grade six. ThePrimary purpose for this site is teaching children different subjects, such as Mathematics,Geography, Science, and Ecology. The website has recently updated. For my personal opinion, I like this website and I recommend it for class use. The funschool.com is well organized and it is easy to navigate through the pages and links are relevant to the topics and clearly marked, colored and easily take the user to the new page. The site’s content is appropriate for the targeted kids as well as the texts, graphics and the language use, and free from spelling mistakes, grammatical and syntax errors. Funschool.com is also free from commercial, political and gender bias. I did not notice any option for handicapped to help them easily access the website. In general funschool.com is very for suitable for six grade students because it includes a lot of games, coloring and doing activities suitable for lower grade students.References:
u Http://www.funschool.com
u Http://www.edchange.org
u Http://www.education.gov
u Http://www.memebers.fortune.com
u Http://www.usask.ca/education/coursework
Educators are not using technology to create classroom strategies in order to meet educational standards
Lets start saying, the power of technology as a learning tool/aid will not be effective unless educators have the training and sufficient skills to use computers and the Internet to improve students' achievement. I have come over many recent studies underscore the need for developing educators skills and knowledge in using technology to support higher- order thinking and problem- solving skills. The educators should be more comfortable and effective with technology to use it at all , at the same time , educators who are competent with technology are more likely to use it effectively. Thus, will occur when all schools provide educators with reasonable opportunities for training to become capable in using technology in classroom to improve instruction and help students to develop higher-order thinking and problem solving skills. Educators must be trained and have time to practice what they have learned through teaching- based technology. I think it's not sufficient to learn technology rather than how to use and teach others what had been learned, and be capable to integrate it in the classroom, give students opportunity to engage and involve a thoughtful discussion while they are doing their activities. Now as technology continues to evolve and students become more savvy , the computer is an even more powerful and effective learning tool that enhances collaboration and communication in the classroom. Educators should take the advantage of this tool and start using it in classroom to enhance students' achievement during the lesson. Therefore, technology is changing the way students learn , get knowledge, interact with peers and acquire information. A classroom integrated with technology is an environment where students and educators collaborate, interact and communicate. However, teaching strategies that engage and involve students were effective in accomplishing technology integration, such as using technology as an instructional tool applicable to classroom setting, educators facilitation and management of learning environment in the classroom, for example, Internet technology as a tool for instruction , like discussion board and chat rooms allow students an equal environment in which to participate in class discussion, and also extend learning outside the classroom, this tool is a free resource of knowledge that many educators are using to communicate with students to discuss syllabus topics for their classes. According to what have been reviewed on line , most writers are putting great emphasis on technology integration in the classroom along with the standards laid down by The National Council for Accreditation of Teacher Education and The International Society for Technology in Education (NCATE and ISTE), I disagree with above statement that educators are not using technology to create classroom strategies. Educators are trying their best to integrate different technological tools to enhance students' achievement in the classroom, such technologies are:- computer,s smart boards, projectors, video tapes and multi media, knowing that old graduate educators need more development in using technologies than the new graduates. Since the Government ( Educational Departments) is pending lot of money to supply schools with necessary technologies to improve students' skills to meet the ISTE standards and future challenging. Using Technology became a distinguished tool for modern development and became a must.
Reference:
Http:// www.nsdc.org/library
Http:// www.iste.org/content
Http:// www.kn.pacbell.com/
wire Http:// www.web54.sd54.k12
Reference:
Http:// www.nsdc.org/library
Http:// www.iste.org/content
Http:// www.kn.pacbell.com/
wire Http:// www.web54.sd54.k12
The artist with no eyes, Esref Armagan
http://www.youtube.com/watch?v=L3AgO6H0H98
A Turkish man Esref, who was born blind is residing now in Boston became a great painter.
See the picture and what Dr, John kenedy is saying. I can say , God made him an extaordinary painter.
A Turkish man Esref, who was born blind is residing now in Boston became a great painter.
See the picture and what Dr, John kenedy is saying. I can say , God made him an extaordinary painter.
Monday, May 11, 2009
The Effectiveness of Video Tape Recording in Micro-Teaching Training
Kpanja, Edward (2001). A study of the effects of video tape recording. British Journal of Educational Technology,
32, Retrieved 05/10/2009, From
http://www3.interscience.wiley.com.libproxy.chapman.edu:2048/cgi-bin/fulltext/118969473/PDFSTART
The study aimed at, to investigate the effective method in teaching pre-service teachers. The study took place in Nigeria setting. The study conducted on two groups of student- teachers; the first group practiced skills through micro-teaching with the help of video recording device. The second group of teachers practiced skills through micro-teaching without the help of video recording device. Each group of teachers was twenty and the length of the lesson was 10-14 minutes. During the course of micro-teaching only a supervisor was allowed to sit and watch the performance of participating teachers, the supervisor did not interrupt the lesson but recorded the mistakes which were used to instruct and correct the teacher at the end of the lesson. The participating student-teachers were allowed to give critical analysis of the lesson through questionnaire to help the participating teachers to improve their teaching skills by correcting any weak points. The device used for improving the performance of teachers through micro-teaching was the use of video recording to record the lesson delivery. The teacher with the guidance of the supervisor listens to the recorded tape and discusses any mistakes, what was supposed to be added, omitted or done.
Method/ sample
The writer said,” every year a large number of student- teachers from various background and different states in the country are admitted into the Department of Curriculum & Educational Technology. These numbers formed the experimental population for the study.” The sample was selected on the following criteria:-
1- The student must offer education as a major course in the university.
2- The student must be studying at least one teaching subject outside the faculty of education.
3- The student must not have gone out his/her final teaching practice.
The Study
The Department of Curriculum Studies is well equipped with necessary technologies and micro-teaching is one of the basic compulsory course taken by the students and sessions are conducted mainly in the micro-teaching laboratory where students are assigned to role play the part of pupils and teachers. The role playing activities were accompanied by video recording guided by discussion and analysis by both teachers and lecturers in charge of micro-teaching course. A total of 40 students were used for the sample of two groups. The first group is twenty students carryout micro-teaching without any video recordings where as the second group of twenty students aided with video recordings. The author was trying to control the study to evaluate the final findings but the following variables are beyond the author control:-
v The difference in temperament of the university students who were selected as teachers or pupils.
v The difference in the textbooks which students read in the past on micro-teaching.
v The difference in the socio-economic of the students.
Procedures
The sampled students were not told that they were being used for any experimental study. Students also were taught by the same teacher. I think using video recordings in Nigerian setting where traditional education was dominating, had few effects on improving the teacher’s teaching skills because the use of video recording was more surprising to both teachers and pupils. They concentrated to record the teacher’s weak points, instead of reinforcing the strong points Thus might draw their attention to focusing on the video as a machine than a tool helps to make the lesson more interesting and engaging them to more interaction. Joshi in 1976 was of opinion that micro-teaching is important in training teachers and the integration of video recordings help to improve the learning of basic teaching skills.
Critiques
There is huge literature that supported the effectiveness of using the video recordings to improve teacher’s performance. However; Linman in 1980 indicated that the use of video recordings may have cosmetic effects on entire training scheme that is the students-teacher who is aware of that the lesson is being recorded by video will behave artificially. Dass in 1976 micro-teaching without video recordings would still be as effective as micro teaching which video tape was used. The reason was that many successful teachers have been able to improve their skills over the years in the absence of video equipment. He added,” the video appeared only recently in the educational scene and that a lot of successful practical teaching had been done before the invention of the video.”
Conclusion:
The result of the Study showed that the group which used the video recordings had significant improvement over the group that did not use the video recordings. Nowadays video recording is playing an important role in teaching and learning process. It has changed the ways; teachers prepare and deliver their lessons in classrooms. It has become an integral part of the instructional process.
32, Retrieved 05/10/2009, From
http://www3.interscience.wiley.com.libproxy.chapman.edu:2048/cgi-bin/fulltext/118969473/PDFSTART
The study aimed at, to investigate the effective method in teaching pre-service teachers. The study took place in Nigeria setting. The study conducted on two groups of student- teachers; the first group practiced skills through micro-teaching with the help of video recording device. The second group of teachers practiced skills through micro-teaching without the help of video recording device. Each group of teachers was twenty and the length of the lesson was 10-14 minutes. During the course of micro-teaching only a supervisor was allowed to sit and watch the performance of participating teachers, the supervisor did not interrupt the lesson but recorded the mistakes which were used to instruct and correct the teacher at the end of the lesson. The participating student-teachers were allowed to give critical analysis of the lesson through questionnaire to help the participating teachers to improve their teaching skills by correcting any weak points. The device used for improving the performance of teachers through micro-teaching was the use of video recording to record the lesson delivery. The teacher with the guidance of the supervisor listens to the recorded tape and discusses any mistakes, what was supposed to be added, omitted or done.
Method/ sample
The writer said,” every year a large number of student- teachers from various background and different states in the country are admitted into the Department of Curriculum & Educational Technology. These numbers formed the experimental population for the study.” The sample was selected on the following criteria:-
1- The student must offer education as a major course in the university.
2- The student must be studying at least one teaching subject outside the faculty of education.
3- The student must not have gone out his/her final teaching practice.
The Study
The Department of Curriculum Studies is well equipped with necessary technologies and micro-teaching is one of the basic compulsory course taken by the students and sessions are conducted mainly in the micro-teaching laboratory where students are assigned to role play the part of pupils and teachers. The role playing activities were accompanied by video recording guided by discussion and analysis by both teachers and lecturers in charge of micro-teaching course. A total of 40 students were used for the sample of two groups. The first group is twenty students carryout micro-teaching without any video recordings where as the second group of twenty students aided with video recordings. The author was trying to control the study to evaluate the final findings but the following variables are beyond the author control:-
v The difference in temperament of the university students who were selected as teachers or pupils.
v The difference in the textbooks which students read in the past on micro-teaching.
v The difference in the socio-economic of the students.
Procedures
The sampled students were not told that they were being used for any experimental study. Students also were taught by the same teacher. I think using video recordings in Nigerian setting where traditional education was dominating, had few effects on improving the teacher’s teaching skills because the use of video recording was more surprising to both teachers and pupils. They concentrated to record the teacher’s weak points, instead of reinforcing the strong points Thus might draw their attention to focusing on the video as a machine than a tool helps to make the lesson more interesting and engaging them to more interaction. Joshi in 1976 was of opinion that micro-teaching is important in training teachers and the integration of video recordings help to improve the learning of basic teaching skills.
Critiques
There is huge literature that supported the effectiveness of using the video recordings to improve teacher’s performance. However; Linman in 1980 indicated that the use of video recordings may have cosmetic effects on entire training scheme that is the students-teacher who is aware of that the lesson is being recorded by video will behave artificially. Dass in 1976 micro-teaching without video recordings would still be as effective as micro teaching which video tape was used. The reason was that many successful teachers have been able to improve their skills over the years in the absence of video equipment. He added,” the video appeared only recently in the educational scene and that a lot of successful practical teaching had been done before the invention of the video.”
Conclusion:
The result of the Study showed that the group which used the video recordings had significant improvement over the group that did not use the video recordings. Nowadays video recording is playing an important role in teaching and learning process. It has changed the ways; teachers prepare and deliver their lessons in classrooms. It has become an integral part of the instructional process.
Saturday, May 9, 2009
Sunday, May 3, 2009
Podcasting is a useful Tool for Learning & Teaching
Kelly, G (2008). Podcasting: Just the Basics. Kappa Delta Pi Record, 44, Retrieved 05/03/2009, from http://vnweb.hwwilsonweb.com.libproxy.chapman.edu:2048/hww/results/getResults.jhtml?_DARGS=/hww/results/results_common.jhtml.21
What is Podcasting?
Podcasting can be thought of as an online, audio broadcast that you can listen to on your PC or your MP3 player. Podcasts can be created for any purpose-entertainment, education- and can run from as little as a few seconds in length to an hour or more, although for educational purposes most people agree that it is best to keep them between 5-10 minutes. The word podcasting is derived from two words i-Pod and broadcast. The EDUCAUSE learning initiative 2005 described podcasting as a “software & hardware combination that permits automatic downloading of audio files (most commonly in MP3 format) for listening at the user’s convenience.” Though used overwhelmingly for music, podcasting is a method of publishing both audio and video using the internet (Clyde 2005, 54). When people subscribe to a podcast, files are delivered to their computers whenever new information or “feeds” became available. They can listen to recorded material on their computers; it can be downloaded to mobile devices such as ipod or MP3 Players.
How does podcasting work?
Software programs, known as podcast aggregators or podcatchers should be downloaded to facilitate listening to a podcast. These softwares enable subscription to or management of any podcasts. According to the News Week (2005) the most popular software includes iPodder, iTunes & Doppler Radio. These programs are tools used to subscribe what’s known as RSS feeds which supplies downloadable files. RSS stands for Real Simple Syndication. The podcatchers or aggregators retrieve files in the RSS and automatically add these files to each user’s computer or mobile device.
How can teachers use podcasts?
It is very easy, podcasts can be used for many educational purposes, and it can be used for:
v Curriculum augmentation.
v Professional Development
v Material presentation by both teachers and students
v And effective communication with community and parents.
Using podcast as Curriculum
Podcast can supply an almost endless variety of content in audio & video form. The technology gives teachers one more instructional device that can be used to communicate effectively with their students. Such a communication will be very useful to address the needs of the students who prefer audio or visual learning. Podcasts can deliver educational content for listening or viewing on your computer & i pod, freeing learning & teaching from constraints of the classroom and its clock”, Apple education 2007. They can be used to introduce new material, support current lessons or review material covered in class.
Using Podcasts for Professional Development
Podcasts can offer teachers a convenient professional development. Many teachers are living very busy lives. There is limited time for staying carried an instructional technology skills or essential issue in education. Podcasts can offer teachers the freedom to select what, when & where they learn. If a teacher wants to learn more about effective communication with parents, she/he can subscribe on an educational podcast with parents. The teacher can listen to podcast from his/ her desk directly from the computer, i pod, while driving or any mobile device at home. The content is available anytime anywhere. Technologies now are opening the door to a way of learning that was not available until recently.
Creating podcast Presentation
Another educational use for podcasts is custom information sharing. The technology offers “a unique opportunity to provide on-demand content in an easily accessible and cost effective format” (Eash 006, 16). Teachers can record lectures, lab directions, project overviews & review material and make it all available for students to download to their computers or any portable devices. Students also can prepare their own podcasts to demonstrate their understanding of content, for digital storytelling, to learn to speak effectively and for presentation among many other users. Podcasts enable students to assume a meaningful role in their own learning, one in which they take pride because they feel ownership (Anderson 2005, 42). Podcasts allow students one more way to express themselves.
Communication with Podcasts
Podcasts offer opportunity to communicate effectively with community & parents. They supply parents with information provided by their child’s district, School or teacher. A weekly report on the on-goings on of schools interviews with teachers and students involved in a project, extracts from debates & concerts and reviews of sports reports can bring parents more effectively into school community " (jelly cast 2006). Podcasts offer an additional way to keep parents informed.
Examples of How Podcasts Are Being Used
The links below give some examples of how to use podcasts in teaching and learning.
I - http://mabryonline.org
II- http://www.howbase.com/video/gBBsmPlgDR8/Java-Programming-Time-lapsed.html
III- www.ahisd.net/campuses/cambridge/radio/radio.htm
IV -http://thejournal.com/articles/17607
V- www.mpsomaha.org/willow/radio
VI- www.apple.com/itunes/store/podcasts.html
VIII- www.podcastingnews.com/details/
Conclusion
Podcasts are changing the way we teach & learn, and communicate. Podcasts provide one more method to help teachers build better curriculum, provide students with differentiated instruction, increase their knowledge of educational topics through on going professional development, and remain in touch with communities and parents. Podcast allow teachers to more effectively assimilate “chunks” of learning over time versus an all-day session “(Pollack 2005, 2). Joining the revolution is easy. Simply download the required software, select a podcast, and sit back. Get ready to join the growing number of educators "casting the net" for changes in teaching and learning.
References:
http://volkerh.public.iastate.edu/projects/podcasting/01about_podcasting.html
http://www.powertolearn.com/articles/teaching_with_technology/podcast.shtml
What is Podcasting?
Podcasting can be thought of as an online, audio broadcast that you can listen to on your PC or your MP3 player. Podcasts can be created for any purpose-entertainment, education- and can run from as little as a few seconds in length to an hour or more, although for educational purposes most people agree that it is best to keep them between 5-10 minutes. The word podcasting is derived from two words i-Pod and broadcast. The EDUCAUSE learning initiative 2005 described podcasting as a “software & hardware combination that permits automatic downloading of audio files (most commonly in MP3 format) for listening at the user’s convenience.” Though used overwhelmingly for music, podcasting is a method of publishing both audio and video using the internet (Clyde 2005, 54). When people subscribe to a podcast, files are delivered to their computers whenever new information or “feeds” became available. They can listen to recorded material on their computers; it can be downloaded to mobile devices such as ipod or MP3 Players.
How does podcasting work?
Software programs, known as podcast aggregators or podcatchers should be downloaded to facilitate listening to a podcast. These softwares enable subscription to or management of any podcasts. According to the News Week (2005) the most popular software includes iPodder, iTunes & Doppler Radio. These programs are tools used to subscribe what’s known as RSS feeds which supplies downloadable files. RSS stands for Real Simple Syndication. The podcatchers or aggregators retrieve files in the RSS and automatically add these files to each user’s computer or mobile device.
How can teachers use podcasts?
It is very easy, podcasts can be used for many educational purposes, and it can be used for:
v Curriculum augmentation.
v Professional Development
v Material presentation by both teachers and students
v And effective communication with community and parents.
Using podcast as Curriculum
Podcast can supply an almost endless variety of content in audio & video form. The technology gives teachers one more instructional device that can be used to communicate effectively with their students. Such a communication will be very useful to address the needs of the students who prefer audio or visual learning. Podcasts can deliver educational content for listening or viewing on your computer & i pod, freeing learning & teaching from constraints of the classroom and its clock”, Apple education 2007. They can be used to introduce new material, support current lessons or review material covered in class.
Using Podcasts for Professional Development
Podcasts can offer teachers a convenient professional development. Many teachers are living very busy lives. There is limited time for staying carried an instructional technology skills or essential issue in education. Podcasts can offer teachers the freedom to select what, when & where they learn. If a teacher wants to learn more about effective communication with parents, she/he can subscribe on an educational podcast with parents. The teacher can listen to podcast from his/ her desk directly from the computer, i pod, while driving or any mobile device at home. The content is available anytime anywhere. Technologies now are opening the door to a way of learning that was not available until recently.
Creating podcast Presentation
Another educational use for podcasts is custom information sharing. The technology offers “a unique opportunity to provide on-demand content in an easily accessible and cost effective format” (Eash 006, 16). Teachers can record lectures, lab directions, project overviews & review material and make it all available for students to download to their computers or any portable devices. Students also can prepare their own podcasts to demonstrate their understanding of content, for digital storytelling, to learn to speak effectively and for presentation among many other users. Podcasts enable students to assume a meaningful role in their own learning, one in which they take pride because they feel ownership (Anderson 2005, 42). Podcasts allow students one more way to express themselves.
Communication with Podcasts
Podcasts offer opportunity to communicate effectively with community & parents. They supply parents with information provided by their child’s district, School or teacher. A weekly report on the on-goings on of schools interviews with teachers and students involved in a project, extracts from debates & concerts and reviews of sports reports can bring parents more effectively into school community " (jelly cast 2006). Podcasts offer an additional way to keep parents informed.
Examples of How Podcasts Are Being Used
The links below give some examples of how to use podcasts in teaching and learning.
I - http://mabryonline.org
II- http://www.howbase.com/video/gBBsmPlgDR8/Java-Programming-Time-lapsed.html
III- www.ahisd.net/campuses/cambridge/radio/radio.htm
IV -http://thejournal.com/articles/17607
V- www.mpsomaha.org/willow/radio
VI- www.apple.com/itunes/store/podcasts.html
VIII- www.podcastingnews.com/details/
Conclusion
Podcasts are changing the way we teach & learn, and communicate. Podcasts provide one more method to help teachers build better curriculum, provide students with differentiated instruction, increase their knowledge of educational topics through on going professional development, and remain in touch with communities and parents. Podcast allow teachers to more effectively assimilate “chunks” of learning over time versus an all-day session “(Pollack 2005, 2). Joining the revolution is easy. Simply download the required software, select a podcast, and sit back. Get ready to join the growing number of educators "casting the net" for changes in teaching and learning.
References:
http://volkerh.public.iastate.edu/projects/podcasting/01about_podcasting.html
http://www.powertolearn.com/articles/teaching_with_technology/podcast.shtml
Podcasting is a useful Tool for Learning & Teaching
Kelly, G (2008). Podcasting: Just the Basics. Kappa Delta Pi Record, 44, Retrieved 05/03/2009, from http://vnweb.hwwilsonweb.com.libproxy.chapman.edu:2048/hww/results/getResults.jhtml?_DARGS=/hww/results/results_common.jhtml.21
What is Podcasting?
Podcasting can be thought of as an online, audio broadcast that you can listen to on your PC or your MP3 player. Podcasts can be created for any purpose-entertainment, education- and can run from as little as a few seconds in length to an hour or more, although for educational purposes most people agree that it is best to keep them between 5-10 minutes. The word podcasting is derived from two words i-Pod and broadcast. The EDUCAUSE learning initiative 2005 described podcasting as a “software & hardware combination that permits automatic downloading of audio files (most commonly in MP3 format) for listening at the user’s convenience.” Though used overwhelmingly for music, podcasting is a method of publishing both audio and video using the internet (Clyde 2005, 54). When people subscribe to a podcast, files are delivered to their computers whenever new information or “feeds” became available. They can listen to recorded material on their computers; it can be downloaded to mobile devices such as ipod or MP3 Players.
How does podcasting work?
Software programs, known as podcast aggregators or podcatchers should be downloaded to facilitate listening to a podcast. these software enables subscription to or management of any podcasts. According to the News Week (2005) the most popular software includes iPodder, iTunes & Doppler Radio. These programs are tools used to subscribe what’s known as RSS feeds which supplies downloadable files. RSS stands for Real Simple Syndication. The podcatchers or aggregators retrieve files in the RSS and automatically add these files to each user’s computer or mobile device.
How can teachers use podcasts?
It is very easy, podcasts can be used for many educational purposes, and it can be used for:
v Curriculum augmentation.
v Professional Development
v Material presentation by both teachers and students
v And effective communication with community and parents.
Using podcast as Curriculum
Podcast can supply an almost endless variety of content in audio & video form. The technology gives teachers one more instructional device that can be used to communicate effectively with their students. Such a communication will be very useful to address the needs of the students who prefer audio or visual learning. Podcasts can deliver educational content for listening or viewing on your computer & ipod, freeing learning & teaching from constraints of the classroom and its clock”, Apple education 2007. They can be used to introduce new material, support current lessons or review material covered in class.
Using Podcasts for Professional Development
Podcasts can offer teachers a convenient professional development. May teachers are living very busy life. There is limited time for staying carried an instructional technology skills or essential issue in education. Podcasts can offer teachers the freedom to select what, when & where they learn. If a teacher wants to learn more about effective communication with parents, she/he can subscribe on an educational podcast with parents. The teacher can listen to podcast from his/ her desk directly from the computer, ipod, while driving or any mobile device at home. The content is available anytime anywhere. Technologies now are opening the door to a way of learning that was not available until recently.
Creating podcast Presentation
Another educational use for podcasts is custom information sharing. The technology offers “a unique opportunity to provide on-demand content in an easily accessible and cost effective format” (Eash 006, 16).
Teachers can record lectures, lab directions, project overviews & review material and make it all available for students to download to their computers or any portable devices. Students also can prepare their own podcasts to demonstrate their understanding of content, for digital storytelling, to learn to speak effectively and for presentation among many other users. Podcasts enable students to assume a meaningful role in their own learning, one in which they take pride because they feel ownership (Anderson 2005, 42). Podcasts allow students one more way to express themselves.
Communication with Podcasts
Podcasts offer opportunity to communicate effectively with community & parents. They supply parents with information provided by their child’s district, School or teacher. A weekly report on the on-goings on of schools interviews with teachers and students involved in a project, extracts from debates & concerts and reviews of sports reports can bring parents more effectively into school community " (jelly cast 2006). Podcasts offer an additional way to keep parents informed.
Examples of How Podcasts Are Being Used
The links below give some examples of how to use podcasts in teaching and learning.
I - http://mabryonline.org
II- http://www.howbase.com/video/gBBsmPlgDR8/Java-Programming-Time-lapsed.html
III- www.ahisd.net/campuses/cambridge/radio/radio.htm
IV -http://thejournal.com/articles/17607
V- www.mpsomaha.org/willow/radio
VI- www.apple.com/itunes/store/podcasts.html
VIII- www.podcastingnews.com/details/
Conclusion
Podcasts are changing the way we teach & learn, and communicate. Podcasts provide one more method to help teachers build better curriculum, provide students with differentiated instruction, increase their knowledge of educational topics through on going professional development, and remain in touch with communities and parents. Podcast allow teacher to more effectively assimilate “chunks” of learning over time versus an all-day session “(Pollack 2005, 2). Joining the revolution is easy. Simply download the required software, select a podcast, and sit back. Get ready to join the growing number of educators "casting the net" for changes in teaching and learning.
References:
http://volkerh.public.iastate.edu/projects/podcasting/01about_podcasting.html
http://www.powertolearn.com/articles/teaching_with_technology/podcast.shtml
What is Podcasting?
Podcasting can be thought of as an online, audio broadcast that you can listen to on your PC or your MP3 player. Podcasts can be created for any purpose-entertainment, education- and can run from as little as a few seconds in length to an hour or more, although for educational purposes most people agree that it is best to keep them between 5-10 minutes. The word podcasting is derived from two words i-Pod and broadcast. The EDUCAUSE learning initiative 2005 described podcasting as a “software & hardware combination that permits automatic downloading of audio files (most commonly in MP3 format) for listening at the user’s convenience.” Though used overwhelmingly for music, podcasting is a method of publishing both audio and video using the internet (Clyde 2005, 54). When people subscribe to a podcast, files are delivered to their computers whenever new information or “feeds” became available. They can listen to recorded material on their computers; it can be downloaded to mobile devices such as ipod or MP3 Players.
How does podcasting work?
Software programs, known as podcast aggregators or podcatchers should be downloaded to facilitate listening to a podcast. these software enables subscription to or management of any podcasts. According to the News Week (2005) the most popular software includes iPodder, iTunes & Doppler Radio. These programs are tools used to subscribe what’s known as RSS feeds which supplies downloadable files. RSS stands for Real Simple Syndication. The podcatchers or aggregators retrieve files in the RSS and automatically add these files to each user’s computer or mobile device.
How can teachers use podcasts?
It is very easy, podcasts can be used for many educational purposes, and it can be used for:
v Curriculum augmentation.
v Professional Development
v Material presentation by both teachers and students
v And effective communication with community and parents.
Using podcast as Curriculum
Podcast can supply an almost endless variety of content in audio & video form. The technology gives teachers one more instructional device that can be used to communicate effectively with their students. Such a communication will be very useful to address the needs of the students who prefer audio or visual learning. Podcasts can deliver educational content for listening or viewing on your computer & ipod, freeing learning & teaching from constraints of the classroom and its clock”, Apple education 2007. They can be used to introduce new material, support current lessons or review material covered in class.
Using Podcasts for Professional Development
Podcasts can offer teachers a convenient professional development. May teachers are living very busy life. There is limited time for staying carried an instructional technology skills or essential issue in education. Podcasts can offer teachers the freedom to select what, when & where they learn. If a teacher wants to learn more about effective communication with parents, she/he can subscribe on an educational podcast with parents. The teacher can listen to podcast from his/ her desk directly from the computer, ipod, while driving or any mobile device at home. The content is available anytime anywhere. Technologies now are opening the door to a way of learning that was not available until recently.
Creating podcast Presentation
Another educational use for podcasts is custom information sharing. The technology offers “a unique opportunity to provide on-demand content in an easily accessible and cost effective format” (Eash 006, 16).
Teachers can record lectures, lab directions, project overviews & review material and make it all available for students to download to their computers or any portable devices. Students also can prepare their own podcasts to demonstrate their understanding of content, for digital storytelling, to learn to speak effectively and for presentation among many other users. Podcasts enable students to assume a meaningful role in their own learning, one in which they take pride because they feel ownership (Anderson 2005, 42). Podcasts allow students one more way to express themselves.
Communication with Podcasts
Podcasts offer opportunity to communicate effectively with community & parents. They supply parents with information provided by their child’s district, School or teacher. A weekly report on the on-goings on of schools interviews with teachers and students involved in a project, extracts from debates & concerts and reviews of sports reports can bring parents more effectively into school community " (jelly cast 2006). Podcasts offer an additional way to keep parents informed.
Examples of How Podcasts Are Being Used
The links below give some examples of how to use podcasts in teaching and learning.
I - http://mabryonline.org
II- http://www.howbase.com/video/gBBsmPlgDR8/Java-Programming-Time-lapsed.html
III- www.ahisd.net/campuses/cambridge/radio/radio.htm
IV -http://thejournal.com/articles/17607
V- www.mpsomaha.org/willow/radio
VI- www.apple.com/itunes/store/podcasts.html
VIII- www.podcastingnews.com/details/
Conclusion
Podcasts are changing the way we teach & learn, and communicate. Podcasts provide one more method to help teachers build better curriculum, provide students with differentiated instruction, increase their knowledge of educational topics through on going professional development, and remain in touch with communities and parents. Podcast allow teacher to more effectively assimilate “chunks” of learning over time versus an all-day session “(Pollack 2005, 2). Joining the revolution is easy. Simply download the required software, select a podcast, and sit back. Get ready to join the growing number of educators "casting the net" for changes in teaching and learning.
References:
http://volkerh.public.iastate.edu/projects/podcasting/01about_podcasting.html
http://www.powertolearn.com/articles/teaching_with_technology/podcast.shtml
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About Me
- Teaching-Learning
- I am working with Defense Language Institute at Monterey Bay. I have received my education in Sudan, Yemen and America. I have got MA in educational technology, 2010 at Chapman university, Monterey City California and Post master at the University of North Carolina at Greensboro. (UNCG). in 2004and MBA in Sudan in 1998. I got American citizenship in August 2008. I am married; I have five children , two in college and one in high school.Suheil still early grade one and Suheib is a baby of three years old, playing at home. My email address is assiraiwoo@yahoo.com. Phone number is 8312246829.
