(1) Utilize blogging for professional development. I'm pitching my idea of studying the integration of math and reading to fellow TAKS specialists and reading specialists. Hopefully I'll get a little group together and we can do a book study blog over the summer. I'd like to continue communicating with them throughout the next school year, implementing ideas and reflecting on them, I guess I'll call it electronic synergy.
(2) I'd like to have my little scientists blogging their process during the school's fall Science Fair. Scientists write. Scientists communicate. This would be a great real-life experience for them. I'm not sure how time-consuming this is going to be. I can hopefully subscribe to them via RSS so I can more easily keep track of the postings. I'm nervous about this, but I'll have the whole summer to plan it out.
Saturday, March 28, 2009
Friday, March 27, 2009
End of Course Reflections
Let's revisit my personal goals for the course:
(1) Utilizing Web 2.0 technologies for personal productivity so that I become comfortable enough to then use them with my students/teachers.
(2) Re-train my brain to be electronically social in addition to being electronically savvy.
Goal 1:
I began using Web 2.0 apps solely for this course. Throughout the seven weeks since being introduce to Web 2.0, I have begun seeing real-life applications for them, especially for blogging. I believe that I will choose blogs to be my tech integration focus for next school year. I am initiating an electronic collaborative among TAKS specialists and reading specialists this summer. We will be studying and communicating about integrating math and literacy. I'm very excited!
I plan on introducing blogging to my staff in the fall. We have a school-wide science fair coming up in the fall, and blogs would be such a superb way of showing students how part of the scientific process involves communicating with others. We'll probably use Gaggle's message boards, but we may be able to use an educational blogging site. I'll research it.
In addition to professional uses, I have begun a second blog of a personal nature. This will be used by myself and perhaps by my doctor as we go through the weight loss process. I've been with this doctor for a few years, back when I lived in Richmond, and it is always a real pain finding a new one. We still have phone appointments a couple times a year, and this would be a great way for her to see how things are going.
Goal 2:
I am not very social by nature. But, I did sign up on Facebook. I have started visiting my Facebook site every couple of days as a way of keeping track of old friends and colleagues. The stupid quizes bother me, as do the ads. But, it is nice to see how everyone is doing and what they're up to. I'm going to try to keep it up. I don't think there's any danger of overuse.
I'm not interested in living in an virtual world like Second Life. I may visit occasionally so that I'm familiar with it. I have too much to do in the "real world." I do subscribe to a blog of a mother who goes undercover in Club Penguin, which is like Second Life for kids. I am keeping up with the psychosocial implications of CP on kids' development. Interesting stuff.
I think that my blogging will be a way of reaching goal 2 because it involves communicating with others, just not in realtime.
(1) Utilizing Web 2.0 technologies for personal productivity so that I become comfortable enough to then use them with my students/teachers.
(2) Re-train my brain to be electronically social in addition to being electronically savvy.
Goal 1:
I began using Web 2.0 apps solely for this course. Throughout the seven weeks since being introduce to Web 2.0, I have begun seeing real-life applications for them, especially for blogging. I believe that I will choose blogs to be my tech integration focus for next school year. I am initiating an electronic collaborative among TAKS specialists and reading specialists this summer. We will be studying and communicating about integrating math and literacy. I'm very excited!
I plan on introducing blogging to my staff in the fall. We have a school-wide science fair coming up in the fall, and blogs would be such a superb way of showing students how part of the scientific process involves communicating with others. We'll probably use Gaggle's message boards, but we may be able to use an educational blogging site. I'll research it.
In addition to professional uses, I have begun a second blog of a personal nature. This will be used by myself and perhaps by my doctor as we go through the weight loss process. I've been with this doctor for a few years, back when I lived in Richmond, and it is always a real pain finding a new one. We still have phone appointments a couple times a year, and this would be a great way for her to see how things are going.
Goal 2:
I am not very social by nature. But, I did sign up on Facebook. I have started visiting my Facebook site every couple of days as a way of keeping track of old friends and colleagues. The stupid quizes bother me, as do the ads. But, it is nice to see how everyone is doing and what they're up to. I'm going to try to keep it up. I don't think there's any danger of overuse.
I'm not interested in living in an virtual world like Second Life. I may visit occasionally so that I'm familiar with it. I have too much to do in the "real world." I do subscribe to a blog of a mother who goes undercover in Club Penguin, which is like Second Life for kids. I am keeping up with the psychosocial implications of CP on kids' development. Interesting stuff.
I think that my blogging will be a way of reaching goal 2 because it involves communicating with others, just not in realtime.
Wednesday, March 25, 2009
Critical Listening
The EasyTech lesson on Podcasting referred to Aristotle's three components of critical listening:
Ethos (credibility), Logos (logic), and Pathos (intentions)
It made a point of having listeners determine which of these three components were being used in each statement of the podcast to better understand the podcast.
Ethos (credibility), Logos (logic), and Pathos (intentions)
It made a point of having listeners determine which of these three components were being used in each statement of the podcast to better understand the podcast.
Web 2.0 Week 6 - Podcasts, Video and Audio
What are podcasts/vodcasts?
Podcasts are syndicated audio clips, and vodcasts are the video version of those. You can subscribe to them via RSS. You subscribe to them and recieve them at regular intervals. These are the Web2.0 version of radio shows and in-house broadcasting. So, instead of doing my morning announcements via live broadcast, like when I was in Spring Branch ISD, I would create vodcasts and post them on the web for parents, students and teachers to access.
Podcasts are usually in MP3 format. The podcasts are able to be located by searching using podcast directories or search engines. These are specialized feed aggregators designed for audio and video files.
Uses in schools:
I think of these as pseudopodcasts. Until our school districts are able to support subscriptions to podcasts, we have to post our new ones on the web and our users must go and look for the new ones each time.
Things I'd use podcasts for would be: Morning announcements, problem of the day, Where in the World is..., prep for Geography or Spelling Bees, Math Bowl problems, character development, TAKS prep, summarization, steps in the scientific method, travel reports from Texas regions...combine that with chromakey, and you can project the children in front of various scenery as if they are really there. I could go on and on.
I started BUG, the Broadcast Users Group, when I worked in SBISD. I would do the same integration ideas with pod and vodcasting, except they wouldn't have to be live, and I wouldn't need the expensive, bulky video modulator. The advantage to podcasting and vodcasting is that they are easier to create and require less equipment.
When you subscribe to podcasts, you just need an application (podcatcher) to be able to read them. Apple's iTunes performs that function.
Creating podcasts:
EasyTech likens the process of creating podcasts to that of the process writers use. So, the podcasting process is analagous with the Writing Process. The podcasting process is (1) plan, (2) produce, (3) publish, and (4) promote. Planning means selecting your audience and selecting a format and timeframe. This is like the prewriting phase of the writing process. Producing it means you write it, practice it, and record it. This is the drafting, writing, and editing phase in the writing process. Publishing is just like the publishing phase of the writing process. The difference is at the end. In the traditional writing process, many people skip the sharing phase. However, this is extremely important in today's technological age. The podcasts won't get heard by anyone unless you promote them. To promote the podcast, you may submit it to a podcast directory, use an RSS Generator to add it to the podcast. You'll have a URL with "rss" on the end of it.
Video sharing:
Video sharing is basically like taking the books you own and bringing them to the staff lounge. Other teachers bring their books to the lounge. You can pick up someone else's book and read it. TeacherTube and YouTube are repositories where people can save their videos and share them with others.
E-books:
The digital media version of printed books. Many e-books have audio functionality to read aloud to viewers. E-books come in several formats. The PDF versions can be read on PDAs and PCs. There are other versions which are readable on proprietary hardware, like Amazon's Kindle.
Podcasts are syndicated audio clips, and vodcasts are the video version of those. You can subscribe to them via RSS. You subscribe to them and recieve them at regular intervals. These are the Web2.0 version of radio shows and in-house broadcasting. So, instead of doing my morning announcements via live broadcast, like when I was in Spring Branch ISD, I would create vodcasts and post them on the web for parents, students and teachers to access.
Podcasts are usually in MP3 format. The podcasts are able to be located by searching using podcast directories or search engines. These are specialized feed aggregators designed for audio and video files.
Uses in schools:
I think of these as pseudopodcasts. Until our school districts are able to support subscriptions to podcasts, we have to post our new ones on the web and our users must go and look for the new ones each time.
Things I'd use podcasts for would be: Morning announcements, problem of the day, Where in the World is..., prep for Geography or Spelling Bees, Math Bowl problems, character development, TAKS prep, summarization, steps in the scientific method, travel reports from Texas regions...combine that with chromakey, and you can project the children in front of various scenery as if they are really there. I could go on and on.
I started BUG, the Broadcast Users Group, when I worked in SBISD. I would do the same integration ideas with pod and vodcasting, except they wouldn't have to be live, and I wouldn't need the expensive, bulky video modulator. The advantage to podcasting and vodcasting is that they are easier to create and require less equipment.
When you subscribe to podcasts, you just need an application (podcatcher) to be able to read them. Apple's iTunes performs that function.
Creating podcasts:
EasyTech likens the process of creating podcasts to that of the process writers use. So, the podcasting process is analagous with the Writing Process. The podcasting process is (1) plan, (2) produce, (3) publish, and (4) promote. Planning means selecting your audience and selecting a format and timeframe. This is like the prewriting phase of the writing process. Producing it means you write it, practice it, and record it. This is the drafting, writing, and editing phase in the writing process. Publishing is just like the publishing phase of the writing process. The difference is at the end. In the traditional writing process, many people skip the sharing phase. However, this is extremely important in today's technological age. The podcasts won't get heard by anyone unless you promote them. To promote the podcast, you may submit it to a podcast directory, use an RSS Generator to add it to the podcast. You'll have a URL with "rss" on the end of it.
Video sharing:
Video sharing is basically like taking the books you own and bringing them to the staff lounge. Other teachers bring their books to the lounge. You can pick up someone else's book and read it. TeacherTube and YouTube are repositories where people can save their videos and share them with others.
E-books:
The digital media version of printed books. Many e-books have audio functionality to read aloud to viewers. E-books come in several formats. The PDF versions can be read on PDAs and PCs. There are other versions which are readable on proprietary hardware, like Amazon's Kindle.
Subscribe to:
Comments (Atom)
