Friday, January 26, 2007
QR Podcast
I don’t have an Ipod but I was able to access podcasts through the Itunes music store. I wasn’t sure what to expect from the assignment, but I came out with a completely different opinion about podcasts. I love fitness and nutrition, and I was impressed with the wide variety of podcasts they had involving this topic. I found one in particular, Endurance and Nutrition, that spoke about how to eat in preparation for race days, what foods to eat after a high intensity workout, and how to restore glycogen levels quicker after a workout. Podcasting is definetly something I will be using in the future!
Podcast Response
1.) What is a pod cast? A podcast is like the combination of an Ipod with broadcasting. Using podcasting, you are able to publish files to the web, allowing other people to view or subscribe to the material. You can download podcasts onto your Ipods, however you do not need an Ipod to view or listen to these files, just a computer.
2) Podcasts have many advantages over other technologies. An example would be the radio. Producing a radio show is expensive and time consuming and takes a lot of specialized equipment. However, a podcast is just the opposite. You can create a broadcast in little as five minutes, and they don’t cost a thing to publish. Inexpensive and fast, couldn’t ask for anything better! Also, with the radio if you want to listen to a show, you have to be listening at the exact time and station it is playing on. If you miss it, you miss it. With a podcast, you can download what you want, and listen to it days later. You can listen to a podcast wherever and whenever!
3) There were a few examples given of how one could use it in the classroom.
One example was a kindergartner who showed she understood the basic ideas of shapes by going around her house and taking digital pictures of each object that exemplified that a particular shape. She then added in her voice in the video with an explanation. This assessment of her knowledge is just as foretelling as any other type used in the classroom.
Another creative way the presenter used podcast in the classroom was for her special needs students. She taught to blind and visually impaired students, so when she came back from vacation in Berlin, instead of showing them pictures she used a podcast. When she was in Berlin she recorded the sound of the city so that when her students listened to the broadcast they could get a good picture of what the city was like.
One of my favorite strategies you could use podcasts in the classrooms was for creating note cards. She suggested using them in a foreign language class to help learn vocabulary words. The students have a picture of the item and then record themselves saying it out loud, using sentences and examples. This is better than the traditional flashcards because students will want to listen to it over and over again. They’ll want to show their parents and friends, and by this, their skills are being reinforced without nagging them to study. They won’t even realize they are studying!
4)If I were a teacher, I would definitely use it in the classroom not only because it’s a great strategy, but like the presenter said, when students find out they will be broadcasting to an audience other than the teacher, they will work harder and produce better quality work!
5)Before this podcast, I only had a small idea about what they were and how they could be used. However, after listening to the presentation, I now have a pretty good understanding about what they are and how they can be used in a lesson. I like the fact that you can incorporate these so easily in the classroom, but I also like how they are great for your personal use.
2) Podcasts have many advantages over other technologies. An example would be the radio. Producing a radio show is expensive and time consuming and takes a lot of specialized equipment. However, a podcast is just the opposite. You can create a broadcast in little as five minutes, and they don’t cost a thing to publish. Inexpensive and fast, couldn’t ask for anything better! Also, with the radio if you want to listen to a show, you have to be listening at the exact time and station it is playing on. If you miss it, you miss it. With a podcast, you can download what you want, and listen to it days later. You can listen to a podcast wherever and whenever!
3) There were a few examples given of how one could use it in the classroom.
One example was a kindergartner who showed she understood the basic ideas of shapes by going around her house and taking digital pictures of each object that exemplified that a particular shape. She then added in her voice in the video with an explanation. This assessment of her knowledge is just as foretelling as any other type used in the classroom.
Another creative way the presenter used podcast in the classroom was for her special needs students. She taught to blind and visually impaired students, so when she came back from vacation in Berlin, instead of showing them pictures she used a podcast. When she was in Berlin she recorded the sound of the city so that when her students listened to the broadcast they could get a good picture of what the city was like.
One of my favorite strategies you could use podcasts in the classrooms was for creating note cards. She suggested using them in a foreign language class to help learn vocabulary words. The students have a picture of the item and then record themselves saying it out loud, using sentences and examples. This is better than the traditional flashcards because students will want to listen to it over and over again. They’ll want to show their parents and friends, and by this, their skills are being reinforced without nagging them to study. They won’t even realize they are studying!
4)If I were a teacher, I would definitely use it in the classroom not only because it’s a great strategy, but like the presenter said, when students find out they will be broadcasting to an audience other than the teacher, they will work harder and produce better quality work!
5)Before this podcast, I only had a small idea about what they were and how they could be used. However, after listening to the presentation, I now have a pretty good understanding about what they are and how they can be used in a lesson. I like the fact that you can incorporate these so easily in the classroom, but I also like how they are great for your personal use.
Wednesday, January 24, 2007
Copyright and Fair Use LR
A student film buff downloads a new release from a Taiwanese Web site to use for a humanities project. As long as the student gives credit to the sites from which he's downloaded material, this is covered under fair use.
#8 I feel like this situation would get me in trouble. If the student gave credit to the website and only used this new release for a project, I probably wouldn’t have seen a problem with him using it. The question responds that educators may use “legitimately acquired” material without permission, but how is one suppose to determine what is legitimate and what is not? They say to use your common sense in determining if the peer to peer resources are pirated or not, but I don’t have any type of sense when it comes to issues like these, and I can guess I’m not the only one! Evaluating the whole quiz, I wasn’t surprised to see that I only got a few right. I know very little when it comes to copyright use and “fair game”, I’ve just been taught how to properly give credit to resources when using them in papers and projects. How can anyone possibly know all of these rules and regulations anyways? There seems to be way too many of them and not to mention hundreds of situations could arise that one might question what fair use is. I guess I better start studying up on The Educator's Guide to Copyright and Fair Use!
#8 I feel like this situation would get me in trouble. If the student gave credit to the website and only used this new release for a project, I probably wouldn’t have seen a problem with him using it. The question responds that educators may use “legitimately acquired” material without permission, but how is one suppose to determine what is legitimate and what is not? They say to use your common sense in determining if the peer to peer resources are pirated or not, but I don’t have any type of sense when it comes to issues like these, and I can guess I’m not the only one! Evaluating the whole quiz, I wasn’t surprised to see that I only got a few right. I know very little when it comes to copyright use and “fair game”, I’ve just been taught how to properly give credit to resources when using them in papers and projects. How can anyone possibly know all of these rules and regulations anyways? There seems to be way too many of them and not to mention hundreds of situations could arise that one might question what fair use is. I guess I better start studying up on The Educator's Guide to Copyright and Fair Use!
QR, Intellectual Property
#4. The answer to this question didn’t really surprise me but if the state mandates technology proficiency for all high schools, then it should also pay for such software if the budget can’t afford it.
#6 In previous presentations I was taught that no matter where you took your pictures from, you have to site that source or give them credit.
#10 I like how these sources are available to teachers to use, and it seems fair that you they aren’t able to redistribute the source, there has to be a way of determining whose work it actually is.
#12 I really wish I knew what digitize meant, then I might have been able to answer this question a little more accurately!
#14 Really?? This question doesn’t make any sense to me; I thought daycares were allowed to show whatever they wanted if the programs were PG? Looks like summer daycare programs I use to work at broke the law.
#15 This one surprised me, if you can compile parts of music clips why can’t a teacher do the same with video clips?
#19 Oops! Looks like my high school is in trouble, we used full songs throughout our entire video yearbook. Who actually follows this rule anyways?
#20 This one made me laugh. Does anyone really think they could burn a multimedia CD-ROM and sell it legally?
#6 In previous presentations I was taught that no matter where you took your pictures from, you have to site that source or give them credit.
#10 I like how these sources are available to teachers to use, and it seems fair that you they aren’t able to redistribute the source, there has to be a way of determining whose work it actually is.
#12 I really wish I knew what digitize meant, then I might have been able to answer this question a little more accurately!
#14 Really?? This question doesn’t make any sense to me; I thought daycares were allowed to show whatever they wanted if the programs were PG? Looks like summer daycare programs I use to work at broke the law.
#15 This one surprised me, if you can compile parts of music clips why can’t a teacher do the same with video clips?
#19 Oops! Looks like my high school is in trouble, we used full songs throughout our entire video yearbook. Who actually follows this rule anyways?
#20 This one made me laugh. Does anyone really think they could burn a multimedia CD-ROM and sell it legally?
Monday, January 22, 2007
Net Day Results
After reading the results of the National Report on Netday’s 2005 Speak Up, I have came to the conclusion that in comparison to other students in the U.S., I am closer to that of high school students. Since I was about ten, I have been introduced to things like cell phones and computers, but I didn’t religiously using them until I was at least in 6th grade. (In fact, I didn't get my first cell phone until my sophomore in college!) Though I know more than my parents do about computers and internet, the generation behind me is already surpassing me when it comes to technological knowledge. I have a lot of work ahead of me if I’m going to teach.
As far as teaching in a high school within the next 3 or 4 years, I believe technology will have an immense impact on how individuals teach classroom instruction. I classify myself as a digital immigrant; therefore I believe I will struggle when it comes to involving technology in the classroom. When a teacher is hired into a district, they should look into what technologies the school works with, and if they are unaware how to use them, it should be their responsibility to learn how they work before entering the classroom. I feel that understanding how these technologies work and how to incorporate them into your curriculum is vital to your student’s success, because they have been growing up in a world that has always had such things like computers, cell phones, and internet. They are digital natives, so they don’t just have an understanding of how these devices work, they can’t possibly picture their lives without them. When I teach, I will be using a number of instructional strategies that involve using technology. I might assign projects that require the students to go on the web and research, or have them create a power point for a group project, and maybe creating charts and graphs using an excel program. Though it will not be my first choice for instruction, I will involve it as often as possible.
I believe technology is a great tool for enriching student teacher learning experiences. Technology has gives us the ability to communicate better and offer students with thousands of research tools. We no longer have to search through a library to find an answer to a question one might have, we have direct access and information at our hands. However, being a health major I am somewhat torn when it comes to using technology. For classroom use its great, but when it takes away from children’s physical activity, it becomes something that is no longer positive. Today, adolescents spend more time watching T.V., talking on AIM, and playing video games than ever before. Before the age of technology, kids would spend their leisure time outside riding bikes and playing sports, now their time is most often spent inside doing things like Madden tournaments with their classmates. Technology may be creating greater minds, but we it is also creating unhealthy individuals. I strongly believe technology is a major contributing factor to the rise of our obesity epidemic in this nation.
As far as teaching in a high school within the next 3 or 4 years, I believe technology will have an immense impact on how individuals teach classroom instruction. I classify myself as a digital immigrant; therefore I believe I will struggle when it comes to involving technology in the classroom. When a teacher is hired into a district, they should look into what technologies the school works with, and if they are unaware how to use them, it should be their responsibility to learn how they work before entering the classroom. I feel that understanding how these technologies work and how to incorporate them into your curriculum is vital to your student’s success, because they have been growing up in a world that has always had such things like computers, cell phones, and internet. They are digital natives, so they don’t just have an understanding of how these devices work, they can’t possibly picture their lives without them. When I teach, I will be using a number of instructional strategies that involve using technology. I might assign projects that require the students to go on the web and research, or have them create a power point for a group project, and maybe creating charts and graphs using an excel program. Though it will not be my first choice for instruction, I will involve it as often as possible.
I believe technology is a great tool for enriching student teacher learning experiences. Technology has gives us the ability to communicate better and offer students with thousands of research tools. We no longer have to search through a library to find an answer to a question one might have, we have direct access and information at our hands. However, being a health major I am somewhat torn when it comes to using technology. For classroom use its great, but when it takes away from children’s physical activity, it becomes something that is no longer positive. Today, adolescents spend more time watching T.V., talking on AIM, and playing video games than ever before. Before the age of technology, kids would spend their leisure time outside riding bikes and playing sports, now their time is most often spent inside doing things like Madden tournaments with their classmates. Technology may be creating greater minds, but we it is also creating unhealthy individuals. I strongly believe technology is a major contributing factor to the rise of our obesity epidemic in this nation.
Friday, January 19, 2007
QR: Chapter Two
Chapter 2:
The part that really spoke to me in this chapter was actually the introduction, because I was able to relate to it with personal experience. It describes a track coach who let the runners stop when they were tired, and bought them pizza after practice. He was considered a fun coach and the team liked him, but they didn’t have to work hard. Therefore, their team never won when it came meet time. However, when the new coach was hired, he made them work hard, and when they were tired, they would still have to keep running. If they complained about running fifty laps, he made them do fifty- two. They all hated him, but when it came meet time they started winning. I think this can be paralleled easily to teaching. You don’t have to be their favorite teacher, you just have to be someone who is fair, and they’ll work hard for. It may take students time to realize it, but you are benefiting them in the end. When they eventually come to this understanding, they will work harder for you as well as respect you more.
The part that really spoke to me in this chapter was actually the introduction, because I was able to relate to it with personal experience. It describes a track coach who let the runners stop when they were tired, and bought them pizza after practice. He was considered a fun coach and the team liked him, but they didn’t have to work hard. Therefore, their team never won when it came meet time. However, when the new coach was hired, he made them work hard, and when they were tired, they would still have to keep running. If they complained about running fifty laps, he made them do fifty- two. They all hated him, but when it came meet time they started winning. I think this can be paralleled easily to teaching. You don’t have to be their favorite teacher, you just have to be someone who is fair, and they’ll work hard for. It may take students time to realize it, but you are benefiting them in the end. When they eventually come to this understanding, they will work harder for you as well as respect you more.
QR: Chapter One
Chapter 1:
There is a fine line between your students and yourself. How well do you get to know them and what do you tell them? This chapter did a good job explaining when and what is appropriate to ask and tell your students, but at the same time the responses the students gave seemed contradictory to me. In the beginning one student describes how he doesn’t want the teacher to be singing happy birthday when he comes in the room, but he still wants the teacher to know his birthday. However, the general idea I got from this chapter was to connect to your students and let it naturally occur. Your relationships can’t develop over night so don’t try to force things out of them right off. As a student I didn’t like when the teachers tried to force a connection or relate to you, it seemed ingenuine and made it actually harder to take the professor seriously.
The sample questionnaires in this chapter are a great idea, and it would definitely be something I would consider in a new class of mine.
There is a fine line between your students and yourself. How well do you get to know them and what do you tell them? This chapter did a good job explaining when and what is appropriate to ask and tell your students, but at the same time the responses the students gave seemed contradictory to me. In the beginning one student describes how he doesn’t want the teacher to be singing happy birthday when he comes in the room, but he still wants the teacher to know his birthday. However, the general idea I got from this chapter was to connect to your students and let it naturally occur. Your relationships can’t develop over night so don’t try to force things out of them right off. As a student I didn’t like when the teachers tried to force a connection or relate to you, it seemed ingenuine and made it actually harder to take the professor seriously.
The sample questionnaires in this chapter are a great idea, and it would definitely be something I would consider in a new class of mine.
QR: Intro
Introduction:
The part that jumped out at me the most was the situation with the inexperienced pre- algebra teacher. I was surprised to see that students would actually organize a walk out like they had. In all my years of education, I have never seen or experienced a situation like this one. If we thought a teacher wasn’t prepared enough to teach the material, students would usually just sit back, complain, and do nothing about it. In a way this story excited me because I can’t wait to have students that are enthusiastic about their work, and have the want to learn. At the same time however, something like this scares me. It made me think, what if I am that inexperienced teacher? What if I don’t know enough of the material and keep my students from learning things they need and want to know? Knowledge comes with the more experience you have, but how do you teach and keep student’s interest when you yourself are still learning? If this walk out happened in this one school, it could happen in any.
The part that jumped out at me the most was the situation with the inexperienced pre- algebra teacher. I was surprised to see that students would actually organize a walk out like they had. In all my years of education, I have never seen or experienced a situation like this one. If we thought a teacher wasn’t prepared enough to teach the material, students would usually just sit back, complain, and do nothing about it. In a way this story excited me because I can’t wait to have students that are enthusiastic about their work, and have the want to learn. At the same time however, something like this scares me. It made me think, what if I am that inexperienced teacher? What if I don’t know enough of the material and keep my students from learning things they need and want to know? Knowledge comes with the more experience you have, but how do you teach and keep student’s interest when you yourself are still learning? If this walk out happened in this one school, it could happen in any.
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