Podcasts in the Classroom

I regularly use my iPhone to listen to the podcast, “This American Life.”  During my first semester of college, my professor suggested listening to the program, and I have been streaming it ever since.  My favorite thing is that the newest podcast downloads automatically, and it is on my computer the next time I log in.  Then, all I have to do is plug in my phone, and I’m ready to listen.  I really enjoyed learning more about podcasts, especially in the classroom.  I think it could be a great tool in the classroom, especially in lecture-centered subjects.  In my classroom, I would love to be able to record my lectures so that students could download them if they missed class or simply wanted to review the day’s material.  This could be a great supplement for note-taking and studying. 

     Podcasting, like the other types of Web 2.0 technology we have discussed, allows students and teachers to connect outside the four walls of the classroom.  Podcasts can provide additional, supplemental information, in-depth information on similar and connected topics, and allow for a springboard for discussions in class and out.  Blogs and classroom websites are similar in this way.  Voice Threads are almost like a combination of blogs, wikis, and podcasts.  Participants can record audio, post discussions, and submit videos.  Each can add to creating a continuing dialogue between teachers and learners.

     I own an iPhone, which comes in handy since it has capabilities.  I can listen to music, take calls, send emails, and even read books I download in e-Books.  I also regularly use my iPhone to listen to the podcast, “This American Life.”  I am really interested in learning more about podcasts in the classroom.  If students could use their mp3 players to get up to speed following an absence, that would be wonderful.  I think listening to a podcast on my iPod would be lots more fun than rereading the lecture notes online or having to come in early for tutorials.  If using this in the classroom, it would be important to set clear boundaries early and remind students that this is a legitimate way to make up class time.  Information from podcasts would definitely be used in assessment as a check for participation and understanding.  It would also be important to remind students that this type of communication is not meant to replace face to face communication with the teacher. Any questions and concerns can still be addressed face to face.  It is a supplement, not a replacement. 

 
Lefever, L. (Producer), (2007). Podcasting in Plain English. Available from http://commoncraft.com

Wikis.Blogs.Social Bookmarking

          I have blogged for the last couple of years, but I haven’t had nearly as much experience with wikis.  I have had a couple of instructors and peers utilize wikis during my college career.  I remember my first English professor used one, and I had not a clue what he was talking about.   After checking out his site and those of other instructors, I began to get an idea of what a wiki was, but I sure didn’t know how to use or create one.  The lecture notes and videos to watch this week were really helpful in clarifying wikis for me.  Watching the video, Wiki in Plain English, the concept of a wiki was suddenly clear to me. I think a wiki can be an awesome classroom tool for projects and communication.  Students and teacher could easily collaborate on projects, especially in an English classroom like I will be working in.  A wiki would be an easy way to divide up group assignments, giving each individual a job to contribute.  Discussions could also be held via wiki.  One thing I think would be fun to do via wiki is relay writing.  Each student submits the beginning of an essay or story and then adds a subsequent paragraph to another student’s.  The process continues until we have several finished, collaborative papers.  The textbook discusses a wiki project on the Holocaust.  I think this is a great example of wiki use in the classroom.  Students were very involved and got hands on learning opportunities.  I look forward to being able to incorporate a similar project in my language arts classroom in the future. 

               When I read the term “social bookmarking,” I immediately thought of social media like Facebook and Twitter; however, after watching Lee Lefever’s video, Social Bookmarking in Plain English, I found that I had actually used social bookmarking tools before.  I have used such tools as Evernote, vi.sualize.us, and StumbleUpon for my personal and school activities, but I had not used the ones in the list provided.  I also follow a blog for teachers that provides links to new information and tools online.  I think this could be a great tool for teachers and students, alike. As Lefever pointed out, websites one teacher finds may prove useful to other teachers as well. Through social bookmarking sites, they can share their favorite websites with other teachers and save them for themselves. I believe this would be a great resource for students, too. If a teacher finds a website that is helpful for a class or unit, he or she can share it with their students. I am sure social bookmarking could be very useful in my classroom. I think it would help better build a community of learners and play into students’ strengths when it comes to technology.  I also like the idea of VoiceThread.  I like all of the different choices for commenting.  This is a great idea for students who aren’t necessarily just visual learners and need a voice to help them work through a problem or idea.  I would definitely be interested in trying this out. 

                I enjoyed reading about Tapped In.  It looks like another great way to create a learning community.  Teachers lack opportunities to communicate with their peers.  A quick chat in the hallway or teacher’s lounge is not enough, and staff meetings to simply discuss ideas or classroom challenges aree few and far between.  Like our textbook states, “Teacher isolation has long been an obstacle to the exchange of ideas and information in the teaching profession” (page 128).  Tapped In creates a solution to this problem. Teachers sign on and share their ideas and information with a community of their peers.I would love to get the opportunity to explore the site more in depth.  I appreciated the section for student communication as well.  It seems that this tool could be very useful and interesting.  I think it could provide an opportunity for growth professionally and culturally since teachers and students around the world can connect.  It’s nice to know that there are others facing the same challenges and successes.

Jonassen, DJ, Howland, JH, Marra, RM, & Crismond, DC (2008). Meaningful Learning with Technology. Upper Saddle River, New Jersey: Pearson.

Lefever, L. (Producer), (2007). Wikis in Plain English. Available from http://commoncraft.com

Lefever, L. (Producer), (2007). Social Bookmarking in Plain English. Available fromhttp://dailymotion.com

Unknown producer. (2007). VoiceThread Introduction. Available from http://voicethread.com