School news programs in today's school can range from highly sophisticated productions which employ the use advanced broadcasting technology to simple productions that use a video camera. My school uses the latter. Our media specialist is responsible for producing the school news. This has been the case for several other elementary schools I've visited. My media specialist is not very technologically savvy and actually detests this chore. Since it is not one of her favorite tasks our school news reflects her ability and interest. Our news program is presented daily and must be no longer than 10 minutes. It is one of the privileges of being a fifth grader. The pledge, weather, lunch menu, calendar math information, teacher announcements, and school events are the basic content of each program. At the beginning of each school year she makes a presentation to the fifth graders about the school news. Those interested complete an application and indicate which position they would like to take on. She reviews applications and divides the students into different teams. Each team has two sessions to share the news. Sessions last 2-3 weeks. There are 5 student jobs: anchor, announcer, menu/weather person, props, and camera. The props person sets up the new back drop, anchor desk, flag, and computer. They set up the power point and handle the music that plays during the opening of the new program. The camera person simply turns on the camera and make sure it stays on the tripod. The media specialist types the script each week for the anchor and announcer to read. The media clerk prints out the lunch menu for the menu/weather person. This student must use the newspaper to find the daily weather. There is one other teacher who assists the media specialist with the morning news. Either the media specialist or teacher will handle the switch box. This box allows the media specialist to switch from the Power Point to digital camera images and things of that sort.
Problems with our morning news program are student focused rather than technical. Occasionally there are problems with cables not being pushed in or issues with the switch box. However, the students themselves pose more problems. The media specialist has found that some students become disinterested and don't show up or come late. She has also had to deal with replacing students due to academic or behavioral concerns. The only other problem she noted was time. She said it's hard to get all of the information in within her allotted ten minutes. Especially when teachers come up at the last minute with something that they are just dying to share.
As a future media specialist, I look forward to presenting a morning news broadcast. I think that it can be an invaluable too for students and teachers. I like how the school in Stockbridge didn't simply use their news to be a place to share announcements. This is similar to what is done at the high school level and gives students in the school a sense of ownership. Although I know nothing about broadcasting and using multiple forms of equipment I look forward to learning on the go to produce an noteworthy school news program.
Sunday, March 28, 2010
Sunday, March 21, 2010
Social Networking in Schools
Social networking is here to stay. At least it seems that way. We are supposed to meet our students where they are "at" and raise them to a higher level of learning. If a primary source of communication is a social network then we are missing the boat if we fail to utilize one. In a forum about social networking in schools on the Teacher Librarian Ning, Karen Lippencott stated "we are supposed to meet our students where they are "at" and raise them to a higher level of learning. If a primary source of communication is a social network then we are missing the boat if we fail to utilize one." I like Karen believe that we should meet our students where they are "at" and raise them to a higher level of learning. If a primary source of communication is a social network then we are missing the boat if we fail to utilize one. So what does that mean with regard to social networks in schools? I personally think that it is time for us to embrace them. As an elementary school teacher I have several students that love to meet online to chat, play games, or search for information. I find it fascinating that my fourth graders come to school recounting online conversations they've had via Google chat with their classmates. One student was even able to get a homework assignment this way!
This class has opened my eyes in a multitude of ways and using Web 2.0 applications in the classroom has been one of the most inspiring. Since I did Ning for my tech tip I've been tossing around the idea about how to use it with students. I presented an idea to my grade level and we're currently in the process of developing a Ning site for our fourth grade students. Unfortunately social networking sites are blocked at my school so our students will not have access to it on school grounds. That has led us to design a Ning site that will be up and running just before spring break with an emphasis on keeping the wheels in their heads moving before the CRCT. We're designing a test prep Ning. This site will feature blogs or forums about reading and math topics. Reading related blogs can serve as a literature circle or book club discussion. One forum is designed to initiate conversation comparing the Diary of a Wimpy Kid movie to the book. Students will be encouraged to post titles of good books they've read. Story starters will be provided for students to finish writing an ending. Students will be asked to do or highlight certain aspects of their writing. For example, highlighting vivid verbs or words that are homophones. Math practice activities will include a computation problem of the day as well as a word problem for students to solve. We've used a lot of photographs in math this year and will feature a Geometry in My World photo album where students can add photos that highlight people, places, or things they find during their break that relate to geometry. The events section will feature events at local neighborhood facilities that students can participate in such as programs at the public library or book signings at the local bookstore. Students who access and contribute to the Ning will receive praise on the site as well as when we return to school after spring break.
Since safety is one of the major concerns of schools considering the implementation of social networks. Our Ning will be a secure site with certain features disabled to ensure the safety of our students. As an extra precautionary measure we will be notifying parents about the site and inviting them to preview it before allowing their child to join. I think it would be awesome if this were something we could have access to at school as well. While I understand wanting to keep students away from things like cyberbullying and online predators I think that schools need to take a good look at their policies regarding social networks. It's a fact of life that there are bad and terrible things in this world. That doesn't mean that we avoid them and hope they'll go away. We celebrate Red Ribbon week each year at school telling students about the dangers of drugs and how they can avoid them. Shouldn't we employ the same type of education with regard to social networks? Since they are very real things that students are likely to encounter and have the ability to enhance learning it's a win win situation in my opinion.
This class has opened my eyes in a multitude of ways and using Web 2.0 applications in the classroom has been one of the most inspiring. Since I did Ning for my tech tip I've been tossing around the idea about how to use it with students. I presented an idea to my grade level and we're currently in the process of developing a Ning site for our fourth grade students. Unfortunately social networking sites are blocked at my school so our students will not have access to it on school grounds. That has led us to design a Ning site that will be up and running just before spring break with an emphasis on keeping the wheels in their heads moving before the CRCT. We're designing a test prep Ning. This site will feature blogs or forums about reading and math topics. Reading related blogs can serve as a literature circle or book club discussion. One forum is designed to initiate conversation comparing the Diary of a Wimpy Kid movie to the book. Students will be encouraged to post titles of good books they've read. Story starters will be provided for students to finish writing an ending. Students will be asked to do or highlight certain aspects of their writing. For example, highlighting vivid verbs or words that are homophones. Math practice activities will include a computation problem of the day as well as a word problem for students to solve. We've used a lot of photographs in math this year and will feature a Geometry in My World photo album where students can add photos that highlight people, places, or things they find during their break that relate to geometry. The events section will feature events at local neighborhood facilities that students can participate in such as programs at the public library or book signings at the local bookstore. Students who access and contribute to the Ning will receive praise on the site as well as when we return to school after spring break.
Since safety is one of the major concerns of schools considering the implementation of social networks. Our Ning will be a secure site with certain features disabled to ensure the safety of our students. As an extra precautionary measure we will be notifying parents about the site and inviting them to preview it before allowing their child to join. I think it would be awesome if this were something we could have access to at school as well. While I understand wanting to keep students away from things like cyberbullying and online predators I think that schools need to take a good look at their policies regarding social networks. It's a fact of life that there are bad and terrible things in this world. That doesn't mean that we avoid them and hope they'll go away. We celebrate Red Ribbon week each year at school telling students about the dangers of drugs and how they can avoid them. Shouldn't we employ the same type of education with regard to social networks? Since they are very real things that students are likely to encounter and have the ability to enhance learning it's a win win situation in my opinion.
Wednesday, March 17, 2010
Becoming a Socialite...
I noticed when looking at the 2008 AASL survey that the social networking most accepted in schools isn't authentically social networking: it distributes information with very little give and take. We discussed blogs and podcasts a few weeks ago, but in education, they tend to be less interactive than platforms like Facebook, which is where my students lead their virtual lives.
My students have been working on social media research projects, and many of them have latched onto internet addiction and gaming as topics because of the passion they have for both. Several of them have even given up Facebook for Lent and have incorporated that experience/withdrawal into the body of their project. I have writers in my classroom who publish and solicit feedback constantly almost exclusively on the web, but who won't share anything in class. The freedom of expression she experiences online almost disappears in f2f (face-to-face) encounters. Here's some disconnect we're having with our students. If education can learn ways to incorporate social media into the curriculum, we can learn how to best serve our digital natives.
I have gotten to play around with the MyDestiny features discussed in the Fiehn article, and, although we haven't rolled it out officially with our students, the few I've shown have been really enthusiastic about being able to rate/recommend books for others and for the SLMS, and to share lists. Funny enough, they liked changing their wallpaper almost as much as anything else. I think we're on to something here.
Another social media topic my students have been looking at is maintaining their online reputations, which is the major obstacle school systems must surmount in order to embrace the Web 2.0 paradigm. I really like Alex Ragone's admin statement, "I will maintain common, face-to-face social conventions and boundaries to avoid circumstances which are or could be perceived as inappropriate while using social networking, blogs, or any other interactive websites." I hope that I can nudge our county towards using more of it. I'm going to add the statement to our online newspaper that we're launching next week. Students will be able to post and comment (with my moderation). The question my principal had was, "What happens when your email gets clogged up with all these comments?" I told him, "I'll jump for joy, because that means that kids are reading it!"
My online communities have more pull with me than many of my f2f encounters. I do my professional reading through my Google Reader, maintain my longtime or long distance relationships through Facebook, and have my virtual university right here. We must change our approach in order to meet our kids where they live.
Friday, March 12, 2010
Media Center Websites: The New Media Specialist?
Media center websites today often offer one stop shopping for students, teachers, and parents. The typical media center website will include access to the print catalog and databases. These can be free databases or those to which a particular school subscribes. Links to popular curriculum studies or specific teacher assignments are also popular on media center websites. Several websites also include media center operating information, policies and procedures, and contact information. Some also feature access to bibliographic aids, suggested reading lists, blogs, pathfinders, and lesson plans. These features are fairly common and put students and teachers in direct contact with information or resources needed. More and more websites feature information about favorite authors, contests, event calendars, award book information, book talks, or videos. There are also some that feature games, quotes by authors, student work or projects, and current events. Some of the more innovative media centers have websites that are actually blogs or wikis. This allows form more collaboration between the media specialist and stakeholders. Blogs and wikis make it possible for multiple parties to contribute to content shared by the media center. Ideally, media center websites are designed for one stop shopping when it comes to informational needs of students, teachers, and parents.
The question is are they doing their job too well? Is it possible that a website could replace an actual person? Furloughs, budget cuts, and reductions in force are all popular vocabulary words in schools today. Next week, my school district is going to vote on a proposal for budget cuts that includes reducing the number of high school media specialists from 2 to 1. These cuts also call for the elimination of media paraprofessional positions at the middle school level. I've talked to media specialists in other counties who fear similar or more drastic cuts. So how does this relate to media center websites? If media specialist positions are reduced or eliminated then the services once provided by an actual person may need to be more virtual in nature. A media center website could serve as a virtual media specialist. Let's say that positions were reduced and one media specialist was responsible for their entire school without an assistant. Or let's say that one media specialist was responsible for 3 schools. It is physically impossible for that one media specialist to meet all of the needs of those that he/she would serve. Therefore a media center website could be one way to help students get their needs met. Lesson once taught in the media center could be posted on the websites as a vlog or podcast. Media center orientations could be done via power points that are linked to the website. Collaboration between media specialists and teachers could take place online via wikis. Information about new resources or books of interest could be shared through blogs. These are all features that are becoming increasingly more popular on media center websites.
As an educator who is aspiring to become a media specialist I hope that media center websites are not, and will not take the place of media specialists. Hopefully, the powers that be won't read this blog and think "hey that's a great idea." I do think its important to consider that as media center websites become more sophisticated they allow for more one stop shopping and the future implications it could have on our role.
The question is are they doing their job too well? Is it possible that a website could replace an actual person? Furloughs, budget cuts, and reductions in force are all popular vocabulary words in schools today. Next week, my school district is going to vote on a proposal for budget cuts that includes reducing the number of high school media specialists from 2 to 1. These cuts also call for the elimination of media paraprofessional positions at the middle school level. I've talked to media specialists in other counties who fear similar or more drastic cuts. So how does this relate to media center websites? If media specialist positions are reduced or eliminated then the services once provided by an actual person may need to be more virtual in nature. A media center website could serve as a virtual media specialist. Let's say that positions were reduced and one media specialist was responsible for their entire school without an assistant. Or let's say that one media specialist was responsible for 3 schools. It is physically impossible for that one media specialist to meet all of the needs of those that he/she would serve. Therefore a media center website could be one way to help students get their needs met. Lesson once taught in the media center could be posted on the websites as a vlog or podcast. Media center orientations could be done via power points that are linked to the website. Collaboration between media specialists and teachers could take place online via wikis. Information about new resources or books of interest could be shared through blogs. These are all features that are becoming increasingly more popular on media center websites.
As an educator who is aspiring to become a media specialist I hope that media center websites are not, and will not take the place of media specialists. Hopefully, the powers that be won't read this blog and think "hey that's a great idea." I do think its important to consider that as media center websites become more sophisticated they allow for more one stop shopping and the future implications it could have on our role.
Saturday, March 6, 2010
Trice-Wiki Post
I started a wiki this year for my AP Human Geography class and it has been a huge success and something that I am proud of as a classroom teacher. I post word documents, videos, and podcasts to assist in classroom instruction. The students know that if they are absent, need a copy or further explanation the wiki is there to assist them in as a “one stop shop.” As I have learned the process as I go, I have often thought that this could be a great tool when I become a Media Specialist as well. A wiki is basically a website that is extremely user friendly and offers the ability for users to take an active role in creating, editing, adding and changing the wiki. I have found that wikispaces is great site (www.wikispaces.com) for educators and it is free! If you want to view mine, just for an example of how to use or how you could suggest teachers to use go to www.mstrice.wikipaces.com.
Wikis can be a great asset to Media Centers on a variety of levels! They can be used for someone just starting out as an additional resource as “storage cabinet” or as a collaborative tool. As with any technology tool, the more comfortable someone feels the more willing they will be t go one more step, then another and eventual to the level of being an expert. Wikis can be used as a “go to source” for both teachers and students and can be an interactive website used for collaboration and information source. The Media Center can advertise what is going on/programs offered, promote new books, resources and technology , links to teacher projects with valuable resources that can assist in research, lint to resources such as citation sites for APA and MLA styles and much more. I reviewed several of the links and was impressed with what some of the schools were linking. Students can watch videos on Media Center orientations, technology tips, computer lab procedures – teachers and media specialists can post a variety of resources that encourage student involvement such as promoting reading. Student love to see themselves in the spotlight! Another tool, I never thought about was having students create wikispaces to for a unit -gathering and posting information, promoting material or whatever. One of the links that I reviewed was in regards to a teacher not being able to find online sources for a book. She and her class creates a wiki and gathered material in support of the book – now she created an online source that other teachers and students can use to research and learn about content of the book as well as the book itself. All of the resources that were presented showcased wikis as a strong resource to use. As I mentioned before as the creator gets more comfortable with all the wiki can do, the use will become more and more an asset but even as a “beginner wiki” the wiki proves to be an effective tool. As far as drawbacks, there are not many. Wikis can be made public or private. If they are private, they may be less attainable to the community the wiki should serve as people that want to view must request membership. That may be a large task for a media specialist in a large school. If community members are accepted as members, they may have access to editing and changing the wiki depending on how the wiki was initially setup. I think that media specialists may have to think through how wiki was to be used and then can decide on restrictions or access.
In the age of students being engaged in fast connections to information through the internet, the exposure to entertainment through television and video games, the Media Center needs to move with the trends and be as interactive as the other activities that students are so enthralled in. This is their world, they are the technology world. We as Media Specialist need to learn the game, play the game and master the game and offer information to them in ways that they will enjoy, understand and become engaged in. A wiki can do just that – it can be an interactive tool to educate students and expose. As they can be “storage cabinets” (which is not completely bad), they can also be viewed as a tool to promote collaboration. Media Specialists can create wikis where students and teachers can access resources needed on a day to day basis. Wikis can also be a source for teachers to work with the SLMS in which the SLMS can post available resources for students. Teachers can view other teacher’s projects and resources. The wiki can be set up where members can add comments or question or post own resource finds. If you do not want the wiki to be open to the public for change/editing, users can still play a role. Wikis can be set up with a discussion page to create posts, discussions or questions. Also the wiki can “notify” users of changes and additions. It seems that more and more, there is just not enough time in the day! A wiki can create a go to place to support student achievement and learning as well as aid teachers in instruction. In order for the wiki to be a collaborative tool, the SLMS must actively promote how the use of the wiki is a resourceful tool!
Wikis can be a great asset to Media Centers on a variety of levels! They can be used for someone just starting out as an additional resource as “storage cabinet” or as a collaborative tool. As with any technology tool, the more comfortable someone feels the more willing they will be t go one more step, then another and eventual to the level of being an expert. Wikis can be used as a “go to source” for both teachers and students and can be an interactive website used for collaboration and information source. The Media Center can advertise what is going on/programs offered, promote new books, resources and technology , links to teacher projects with valuable resources that can assist in research, lint to resources such as citation sites for APA and MLA styles and much more. I reviewed several of the links and was impressed with what some of the schools were linking. Students can watch videos on Media Center orientations, technology tips, computer lab procedures – teachers and media specialists can post a variety of resources that encourage student involvement such as promoting reading. Student love to see themselves in the spotlight! Another tool, I never thought about was having students create wikispaces to for a unit -gathering and posting information, promoting material or whatever. One of the links that I reviewed was in regards to a teacher not being able to find online sources for a book. She and her class creates a wiki and gathered material in support of the book – now she created an online source that other teachers and students can use to research and learn about content of the book as well as the book itself. All of the resources that were presented showcased wikis as a strong resource to use. As I mentioned before as the creator gets more comfortable with all the wiki can do, the use will become more and more an asset but even as a “beginner wiki” the wiki proves to be an effective tool. As far as drawbacks, there are not many. Wikis can be made public or private. If they are private, they may be less attainable to the community the wiki should serve as people that want to view must request membership. That may be a large task for a media specialist in a large school. If community members are accepted as members, they may have access to editing and changing the wiki depending on how the wiki was initially setup. I think that media specialists may have to think through how wiki was to be used and then can decide on restrictions or access.
In the age of students being engaged in fast connections to information through the internet, the exposure to entertainment through television and video games, the Media Center needs to move with the trends and be as interactive as the other activities that students are so enthralled in. This is their world, they are the technology world. We as Media Specialist need to learn the game, play the game and master the game and offer information to them in ways that they will enjoy, understand and become engaged in. A wiki can do just that – it can be an interactive tool to educate students and expose. As they can be “storage cabinets” (which is not completely bad), they can also be viewed as a tool to promote collaboration. Media Specialists can create wikis where students and teachers can access resources needed on a day to day basis. Wikis can also be a source for teachers to work with the SLMS in which the SLMS can post available resources for students. Teachers can view other teacher’s projects and resources. The wiki can be set up where members can add comments or question or post own resource finds. If you do not want the wiki to be open to the public for change/editing, users can still play a role. Wikis can be set up with a discussion page to create posts, discussions or questions. Also the wiki can “notify” users of changes and additions. It seems that more and more, there is just not enough time in the day! A wiki can create a go to place to support student achievement and learning as well as aid teachers in instruction. In order for the wiki to be a collaborative tool, the SLMS must actively promote how the use of the wiki is a resourceful tool!
Saturday, February 27, 2010
Cope's Take on Podcasting
Podcasting is a love/loathe proposition. Although I hadn't taken the podcasting class in my Teach21 training in Cherokee, I thought it was a natural fit for my 8th grade language arts curriculum. My kids thought so, too. I am a fan of "The Real", that is, bringing the real world into my classroom, and the students loved the idea that anyone in the world could listen to what they had to say. They weren't gifted kids or even advanced; I had on-level and team-taught students with very little confidence in their writing.
We decided on addressing teen issues that they felt they could give some help with, and students selected their own groups. They researched, and then wrote their scripts, which had to have at least three segments or components: researched facts, a skit, and tips to handle the problems. Any other elements they could add. The podcast, however, had to be less than 3 minutes long. I created my own podcast and gave minilessons on how to use Audacity, a free shareware program to create mp3 recordings. I showed them how they could "mess up" and still not waste the good work they had already done.
They dove in and created funny, inspiring scripts that demonstrated their connection to their topics and their desire to help others. I was so proud of the research that they did and the intensity with which they approached the project.
Then came the recording stage. I had set aside an entire week for the students to record their podcast and had arranged for some quiet sections of the media center and other classrooms to allow kids to focus on the task at hand. Since I was confident in my teaching of Audacity, I was shocked when the kids came back and said that they still weren't done; they needed more time. I got a little frustrated, thinking that they were just goofing off, but then I started to watch the groups a little more closely.
They would record, listen, then scribble on their scripts, discussing changes to be made. This was even four days into the project! I took a deep breath--they were REVISING! The one skill I had never been able to get my students to master (or even undertake, in some form)was taking place in a very authentic manner--and wasn't that the whole purpose? "The Real"? On looking at the other groups' scripts, I noticed the same thing: revision. I quickly celebrated "the ugliest script" and extended the deadline somewhat.
After they edited and added royalty-free music and sound effects from Soundzabound and Incompetech music (with credits at the end of each podcast, I was ready to get these podcasts up and on iTunes.
Ha.
The worst obstacle: THE FEED. The most important element of the podcast. I followed the great directions that the tech gurus of Teach21 had posted on the blog, but something blocked it from working. And blocked it. And blocked it. Frustrated, I finally pleaded for a "house call". The tech specialist was relieved to know that we had already done all the MP3s (she was afraid I was starting from scratch), and tried to edit what I had already done. And still it didn't work.
Epic FAIL.
Finally, we started again from scratch. Feed For All is finicky. The naming of the podcast, the naming of the files, the naming of EVERYTHING must be precisely the way the program wants it, or else, no podcast. We scrapped the thing perhaps a half a dozen times (changing the podcast name each time, argh).
Then one day, it worked. I got the email from iTunes saying we were up. After an entire week of putting the feed together, it was up.
Showing the kids that they were on iTunes was perhaps the best day of my life. They all brought their iPods to school (admin was okay with it for ONE day only) and uploaded their podcasts to listen and to share with their friends. When do kids ever share their writing with their friends? Almost never.
At the end of the year when I asked them what they liked best, they mentioned this project and the one that followed, a digital storytelling research project. The work is so worth it. So, so worth it.
Please check out our WMS Howler podcast on iTunes. 36 episodes, from cutting to getting ready for high school.
Pieces of technology for podcasting:
1. Audacity
2. LAME for turning Audacity files into MP3 files.
2. Feed for All or some other RSS feed.
3. Laptops with built in mics. T21 gave us these fancy schmancy podcast mics that we never used. We also never used the headset mics, because the recordings were just plain better with the laptop mic. Ironic, right?
4. A new piece of shareware that I wish I had known about was The Levelator, which takes a recording and evens out the levels, so that different voices have the same volume.
What I learned from this collaboration:
1. Media specialists can be coaches and can also help by providing space and feedback for student group work. They can also be the shoulder to cry on and the compassionate ear when things get rough.
2. Tech specialists can prevent you from going over the deep end.
3. Kids will go the extra mile when they have some stake in a project.
Other applications:
1. For April's Poetry Month, our media specialist had a contest for writing original poetry, both from faculty as well as students. Winners got great prizes, but also got to create their own podcasts linked to the media center page.
2. Podcasting is a great way to promote new books with booktalks.
3. Media centers can also promote the media center this way. One of the high schools in Cobb County does a "Real Men of Genius"-type salute to kids who frequent the media center. Apparently, the kids love it. I plan to steal this. Immediately.
4. Celebrating student work.
5. Recommending existing podcasts as another means of literacy. My favorites are "This American Life" and "Wait, Wait, Don't Tell Me".
Challenges:
1. What if the podcast doesn't take off? The chapter in Courtney mentions "podfading", or allowing the podcast to drop out after awhile. This is true of my WMS Howler podcast. It was only meant to be a project-long podcast, not a continuing one. Perhaps creating a podcast with a finite lifespan can work for the media specialist.
We decided on addressing teen issues that they felt they could give some help with, and students selected their own groups. They researched, and then wrote their scripts, which had to have at least three segments or components: researched facts, a skit, and tips to handle the problems. Any other elements they could add. The podcast, however, had to be less than 3 minutes long. I created my own podcast and gave minilessons on how to use Audacity, a free shareware program to create mp3 recordings. I showed them how they could "mess up" and still not waste the good work they had already done.
They dove in and created funny, inspiring scripts that demonstrated their connection to their topics and their desire to help others. I was so proud of the research that they did and the intensity with which they approached the project.
Then came the recording stage. I had set aside an entire week for the students to record their podcast and had arranged for some quiet sections of the media center and other classrooms to allow kids to focus on the task at hand. Since I was confident in my teaching of Audacity, I was shocked when the kids came back and said that they still weren't done; they needed more time. I got a little frustrated, thinking that they were just goofing off, but then I started to watch the groups a little more closely.
They would record, listen, then scribble on their scripts, discussing changes to be made. This was even four days into the project! I took a deep breath--they were REVISING! The one skill I had never been able to get my students to master (or even undertake, in some form)was taking place in a very authentic manner--and wasn't that the whole purpose? "The Real"? On looking at the other groups' scripts, I noticed the same thing: revision. I quickly celebrated "the ugliest script" and extended the deadline somewhat.
After they edited and added royalty-free music and sound effects from Soundzabound and Incompetech music (with credits at the end of each podcast, I was ready to get these podcasts up and on iTunes.
Ha.
The worst obstacle: THE FEED. The most important element of the podcast. I followed the great directions that the tech gurus of Teach21 had posted on the blog, but something blocked it from working. And blocked it. And blocked it. Frustrated, I finally pleaded for a "house call". The tech specialist was relieved to know that we had already done all the MP3s (she was afraid I was starting from scratch), and tried to edit what I had already done. And still it didn't work.
Epic FAIL.
Finally, we started again from scratch. Feed For All is finicky. The naming of the podcast, the naming of the files, the naming of EVERYTHING must be precisely the way the program wants it, or else, no podcast. We scrapped the thing perhaps a half a dozen times (changing the podcast name each time, argh).
Then one day, it worked. I got the email from iTunes saying we were up. After an entire week of putting the feed together, it was up.
Showing the kids that they were on iTunes was perhaps the best day of my life. They all brought their iPods to school (admin was okay with it for ONE day only) and uploaded their podcasts to listen and to share with their friends. When do kids ever share their writing with their friends? Almost never.
At the end of the year when I asked them what they liked best, they mentioned this project and the one that followed, a digital storytelling research project. The work is so worth it. So, so worth it.
Please check out our WMS Howler podcast on iTunes. 36 episodes, from cutting to getting ready for high school.
Pieces of technology for podcasting:
1. Audacity
2. LAME for turning Audacity files into MP3 files.
2. Feed for All or some other RSS feed.
3. Laptops with built in mics. T21 gave us these fancy schmancy podcast mics that we never used. We also never used the headset mics, because the recordings were just plain better with the laptop mic. Ironic, right?
4. A new piece of shareware that I wish I had known about was The Levelator, which takes a recording and evens out the levels, so that different voices have the same volume.
What I learned from this collaboration:
1. Media specialists can be coaches and can also help by providing space and feedback for student group work. They can also be the shoulder to cry on and the compassionate ear when things get rough.
2. Tech specialists can prevent you from going over the deep end.
3. Kids will go the extra mile when they have some stake in a project.
Other applications:
1. For April's Poetry Month, our media specialist had a contest for writing original poetry, both from faculty as well as students. Winners got great prizes, but also got to create their own podcasts linked to the media center page.
2. Podcasting is a great way to promote new books with booktalks.
3. Media centers can also promote the media center this way. One of the high schools in Cobb County does a "Real Men of Genius"-type salute to kids who frequent the media center. Apparently, the kids love it. I plan to steal this. Immediately.
4. Celebrating student work.
5. Recommending existing podcasts as another means of literacy. My favorites are "This American Life" and "Wait, Wait, Don't Tell Me".
Challenges:
1. What if the podcast doesn't take off? The chapter in Courtney mentions "podfading", or allowing the podcast to drop out after awhile. This is true of my WMS Howler podcast. It was only meant to be a project-long podcast, not a continuing one. Perhaps creating a podcast with a finite lifespan can work for the media specialist.
Thursday, February 18, 2010
Topic #1/Podcasting BLOGPOST/TRICE
I have been humbled. I was so very proud of creating my wiki for my AP Human Geography class. I downloaded documents and was thrilled when I posted podcasts of me doing oral quizzes and introductory lectures on topics. It was me talking…just me – no music, bells, fancy links or acting out information to make it more interesting. I thought I was someone on the cutting edge by using Audacity to record and post. I viewed several of the links referencing great ways to use podcasts and her example. I had no idea people were using these so much for both instruction and review as well as a resource used by Media Specialists. If you are not familiar with a podcast, it is the modern day cassette recorder we used all us in elementary school but now it is down through the computer and can be uploaded to websites for public/private use. The term comes from broadcasting and iPod and is just as easy to use as the old recorders. However, now it is easy to layer sounds where you can add music or background sound and sounds much more professional. I was encouraged by reading “Podcasting 101” by an article by Kristin Fontichiaro, who stated that when you begin, start off slow and as confidence increases use podcasting for different uses such as class CDs, audio tours, interviews, newcasts, foreign language practice. It is okay to start off smart like I did – though I was still humbled, but encouraged. Equipment is inexpensive and minimal, often just downloading free software to use. Headset and microphone are suggested but not necessarily required. Many laptops have internal speakers in which speaking towards the laptop will be ample. Some programs such as Gcast (which is a free site to host your podcasts) actually allow you to record by phone by simply calling in your podcast to a phone number.
A couple of the ideas that were shown/heard included using podcasting as a tool for students to create projects. The one called Radio Willow linked in Willow Elementary Schools used it to showcase projects and information created at Willow “by the students and for the students.” I listened to #31 which explained the US Presidency. Not only did I think it was great to teach about the information but also taught (and made students practice) pronunciation and oral communication skills. I think the students were proud of their work and proud to be broadcasted publicly. I also listen to a podcast through the Media Center at Beverly Elementary that promoted there services such as books, computers, staff, podcasting and broadcasting clubs for 4th and 5th graders and borrowing iPods to check out for storytelling. The last one I listened to was a site that posts daily “booktalks” to get students excited about a new book or author. Not only could this be a tool for students but also for teachers looking for books to read or Media Specialists in the ordering process. I was really excited about all of the podcasts that I listened to – it got me excited about learning how to change my boring lectures into something much better as well as teaching teachers how to use this as a tool in and out of the classroom. I think there are so many options to how a podcast can be used from practicing words and pronunciations, oral communication, to relaying information to practice quizzes, reteaching/reinforcement activities to public relations for both student , teacher, Media Specialist and overall school use…the list could go on! According to an article by Kristin Fontichiaro a “well designed podcasting [project] helps students develop oral fluency, write with an audience in mind, develop a ‘writer’s voice,’ and increase confidence.”
If you have not already reviewed the resources that were posted by Dr. Bennett in CourseDen called “Podcasting Resources,” you need to review and save a copy of this! It is a great tool. It is a compiled list of helpful resources such as articles and blogs about podcasting, some links to examples of educational podcasts, money available to assist in using podcasts through grants, companies that host school podcasts and software, resources for students with disabilities and the use of podcasts and information resources regarding wikis, tutorials and websites. The list in extensive but extremely thorough. It will not only get you started on podcasting – it will take you from start to finish!
A couple of the ideas that were shown/heard included using podcasting as a tool for students to create projects. The one called Radio Willow linked in Willow Elementary Schools used it to showcase projects and information created at Willow “by the students and for the students.” I listened to #31 which explained the US Presidency. Not only did I think it was great to teach about the information but also taught (and made students practice) pronunciation and oral communication skills. I think the students were proud of their work and proud to be broadcasted publicly. I also listen to a podcast through the Media Center at Beverly Elementary that promoted there services such as books, computers, staff, podcasting and broadcasting clubs for 4th and 5th graders and borrowing iPods to check out for storytelling. The last one I listened to was a site that posts daily “booktalks” to get students excited about a new book or author. Not only could this be a tool for students but also for teachers looking for books to read or Media Specialists in the ordering process. I was really excited about all of the podcasts that I listened to – it got me excited about learning how to change my boring lectures into something much better as well as teaching teachers how to use this as a tool in and out of the classroom. I think there are so many options to how a podcast can be used from practicing words and pronunciations, oral communication, to relaying information to practice quizzes, reteaching/reinforcement activities to public relations for both student , teacher, Media Specialist and overall school use…the list could go on! According to an article by Kristin Fontichiaro a “well designed podcasting [project] helps students develop oral fluency, write with an audience in mind, develop a ‘writer’s voice,’ and increase confidence.”
If you have not already reviewed the resources that were posted by Dr. Bennett in CourseDen called “Podcasting Resources,” you need to review and save a copy of this! It is a great tool. It is a compiled list of helpful resources such as articles and blogs about podcasting, some links to examples of educational podcasts, money available to assist in using podcasts through grants, companies that host school podcasts and software, resources for students with disabilities and the use of podcasts and information resources regarding wikis, tutorials and websites. The list in extensive but extremely thorough. It will not only get you started on podcasting – it will take you from start to finish!
Subscribe to:
Posts (Atom)