Boy, I'm sure glad that is done.

Yeah!  It is done and over.  My first ever podcast is complete.   

Actually, this particular task was not as dreadful as it first appeared.  I first had to make sure that I had all the necessary pieces to complete the task.  I had to download Audacity and LAME MP3 encoder.  I needed to search out the music and sound effect to include and pick a topic to discuss.  Picking the topic was probably the most difficult part.  I found the directions to be too broad and felt that I was spinning.  I respond well to boundaries.  So, when I was told that the topic needed to be a contemporary issue regarding technology and PK-12 learners, I froze.  The (old school) student in me wanted more direction.  I stumbled through several Google searches before turning to my local newspaper website for help.  Honestly, I got lucky when I found my article. 

All the pieces were in place.  Next, I spent some time looking at Audacity, and the assignment began to look, dare I say, fun.  Writing the script posed a small problem, because I do have a tendency to ramble and needed to stay within a 2-4 minute time frame.  I believe my first read through was almost 6 minutes, so I began to edit.  Of course, I believed that all I had to say needed to be included and could not be cut.  But, alas, some of it needed to go.

Once I got over the sleep inducing sound which is my monotone voice, the process was very simple.  I recorded what I had to say, inserted the music & sound effects, saved and exported.  I really felt as if I must have done something wrong, because I just could not believe it could be that easy.  It was.  I spent probably twice as much time trying to figure out how to upload the podcast to my blog.  I was aware that it could not be inserted into a blog post, so I spent time trying to add a gadget to my page to allow readers to hear my voice.  I followed the help directions, but was terribly unsuccessful at adding a gadget.

I must admit that this is a tool that I would use in my classroom.  If I could do it, then I am sure that my very tech-savvy students will be able to do it.  This short podcast incorporated many higher order skills. It required me to use my organizational skills, my research skills, writing skills, public speaking skills and computer skills very deliberately.  Everything needed to be planned out and in place before the podcast could be recorded.  I am sure that many a podcast are recorded on the fly, but I bet they lack a sense of direction or purpose.  Completing the task the way I did would ensure the students remain focus on the learning and not on the tool.  It could prove to be an engaging way to help students learn in a Literature classroom.  After reading short stories, plays, novels, poetry – whatever, students could then podcast not only reactions and literary criticism (“I liked it because…” or “It was not my favorite because…”) but they could record original works that mirror the same genre.

(How’s that for a turn around?  Perhaps there is hope for me yet!)

Social electronic butterflies

I have already expressed my feelings about social networks in the classroom in a previous post and since then, my feelings have yet to change.  I would like to address these two aspects of the social web: friendship based and interest-based.

First of all, I think it is ridiculous that people believe they need an electronic means, such as Facebook or Twitter, to keep up with those in their physical space.  If somebody is in your physical space, then just talk to them!  Call them!  Write them a letter or if you feel the need to use some sort of electronic technology, then email!  These methods have served me and my friendships well over the years.  I don’t need to go the Facebook to check up on my Goddaughter.  I actually go see her.  I talk to her mother.  I send her hand written cards and notes.  I have one friend who admitted that there have been times when she, her husband and two children have sat around the kitchen table at dinner and not spoken one word to each other but texted one another throughout the entire meal.  Not only is that the height of being impersonal, but how the heck are you suppose to eat your fried chicken if you don’t put your cell phone down?

I can understand the attraction to the Internet based on interest.  If something interests you, you want to find out more about that subject.  As we have discovered, the Internet has a wealth of information about all subjects.  But, caution needs to be used when connecting with people on the Internet who have the same interests as you do.  They are complete strangers.  Actually, they are worse.  They are faceless, complete strangers.  If contact is made base on a common interest, it can be confused for a friendship, after all that is how we develop our face-to-face friendships.  We align ourselves with those who have similar interests as ourselves.  Unlike face-to-face friendships, not much else is known about these connections.  With a face-to-face relationship, we can observe the person in all areas of life.  We are not just told who he/she is but we can see it and judge for ourselves.  I know that this is not a foolproof method for judging character, but at least it is self generated.  In an online situation, all I know about an individual is what that individual tells me.  It is much like using a word to define itself.  If I am going to use the web to expand my interests, I will stick to web sites about that particular subject.  I will not seek out new “friends.”

 I would like a buffer between the dangers of the web and students.  Consulting a credible website is fine but talking with faceless people based on a common interest is scary.  If I had to choose between a wiki page, which I am not fond of yet, and a social tool such as Facebook, I would choose the wiki.  It is interest based.  You wouldn’t visit the wiki unless you were interested in the subject matter.  And it is collaborative while maintaining personal space, if you will. 

I know that one argument for the use of the social web in the classroom is that kids are already using it, so put it to good use in school.  My argument is the opposite; kids are already using the social web, so lets teach them other ways to communicate and learn. 

"Somebody's watching me"

The idea of podcasting, video- and screencasting and live streaming is somewhat troubling to me.  This explosion of  “self-produce, homemade entertainment” is going to make navigating the web an even more difficult task.  Strategies can be taught and learned for judging the credibility of websites, but I cannot see that to be true as far as podcasts and videocasts.  In my frame of reference, these –casts are akin to radio and talk shows.  With those traditional broadcasts, you either like them or you don’t.  If you speak to the audience of the Oprah show, you will be told it is a good show because of X and that all others fail by comparison.  If you speak to the audience of the Jerry Springer show, you will be told it is a good show because of X and that all others fail by comparison.  Does content make a –cast better than another?  Does the technical aspect of the production make a good –cast?  Because these media seem so subjective, I don’t see a way to hold them to a particular standard.  Because they are so subjective, is there a way to evaluate them?  Does popularity alone make a good –cast? 

I must admit that the technology which make pod- and videocasting a reality is impressive.  Just to see the rate of progression in these technologies is impressive.  I can see these becoming useful tools in the classroom if used correctly.  I do like the idea of connecting language classes from around the world.  I truly enjoyed my high school and college German classes mostly because my instructors were from Germany.  It made all the difference learning from native speakers rather than somebody who learned German as a second language.  They were able to teach not only proper German but a bit of the fun slang as well and explain the meanings of those colloquialisms.  It was also just cool to be able to say that I knew somebody from Germany.  Frau Crull and Herr Jarosch taught me that what I was learning was relevant.  It was useful as well as fun because I knew two people who actually communicated in this manner. (And, yes I do realize that I may have just made a point for the pro-technology camp at this point.  I think perhaps I need to refine what my skepticism is all about.  I do not argue that using technology in the classroom is a bad thing.  I take issue with the type and amount to be used.)  Connecting students through technology can bring that excitement about the subject matter to today’s classrooms.

Publishing audio and video to the web, again, raises concerns about privacy.  Revealing too much information about students is a scary topic.  I admit that I am a mamma-bear; I protect my children’s lives with mine, as I am sure so many others do.  However, I think a lot of parents let their guard down in settings they perceive to be safe.  Lots of talk swirls about “safe schools.”  “My child is safe, she is at school.”  Not necessarily the case.  Once that Internet connection is made in the classroom, danger can potentially make its way into the classroom.  Therefore, I think that any use of audio and video should be restricted to the classroom and school itself.  One of the arguments for publishing to the web is to have an authentic audience.  Opening up these –casts to a school population as opposed to just a classroom population I believe has the same impact without the same danger. 

Podcasting, video- and screencasting and live streaming blurs the lines between public and private.  It feels a bit like Big Brother with this idea that everything should be transparent.  Everyone should know my every thought – write a blog, publish a podcast or a videocast.  Sometimes, my learning is just for me.  I am learning to play the guitar, but do I need to subject millions of people to my very bad rendition of Stairway to Heaven?  I think not.  As with so many things in life, these tools need to be tempered with moderation. 

Exit slip 10/18

Rethinking Education in the Age of Technology chapter 4 titled “The Development of American Schooling” was discussed today.  This chapter was a somewhat of a recap of information I had acquired in previous classes although I must admit, it had a different tone to it.  I learned about the development of our current school system as a matter of fact.  The tone in this particular account of that history seemed pessimistic.  As I learned this information in the past, it was a basic timeline of events.  Here, the course of development was painted as a “this is the best we could do” scenario never really or fully addressing the needs of the students.  The group did a good job of addressing the bottom line fact about our educational system:  it has changed in the past and it will inevitably change in the future.

I am nervous about developing an interactive reusable learning object (iRLO) because of the grade levels I wish to teach.  iRLO seems like a great way to drill and skill without the boredom.  However, how can I apply that to high school sophomores?  Sure, kids at this age still enjoy playing online games, however, the level of sophistication has greatly changed.  Now that they are playing games such as World of Warcraft, will they really want to play find the adjective?  What type of iRLO can be developed for analyzing and writing about selected readings?  Understanding, appreciation for and reaction to an author’s work is very subjective.  How can this tool be used as I move up Bloom’s Taxonomy?

Exit slip 10/11

Today was a mixture of several topics.

First, another chapter of Rethinking Education in the Age of Technology was presented.  Chapter 3 titled “The Technology Skeptics’ argument”  offered me hope that there were others out there still as unsure as I am about what technology to use and how often.   As I read the chapter, I did not really feel it was a skeptic’s point of view.  I was relieved to hear the presenting group allude to that also but I really wished that they had expanded on that.  I would have liked to have known their reason for making that statement.  Overall, it provided a wonderful opportunity for the ongoing debate regarding the use of technology in the classroom.

I was amazed at the inquiry questions posed by other members of the class regarding technology in the classroom.  (At this time, I feel obligated to point out that “inquiry question” is redundant as well as says the same thing twice!)  When I added to the class wiki that I wanted to do a comparison of the advantages and disadvantages of online learning, I thought it would get rejected for being to simple in nature.  I had no idea that it would be rejected for being to broad and encompassing.  I will need to refine this a bit.

The Interactive Whiteboard Lesson is very interesting to me.  I know that many classrooms, if not all, in my particular school district have whiteboards.  I am excited to learn how to use them effectively because I believe that if I am proficient with that technology, I would be an attractive potential employee.

"Moving in silent desperation"

I did it!  I created my first ever whiteboard lesson.  Yeah for me!  I must say, that creating an Interactive Whiteboard Lesson was nothing less than frustrating and exhausting for me.  This is a program that I have never used before so I made many errors while putting this together.  As I fumbled my way through the program, I became lost in the possible design features.  Do I want to use a click and reveal design?  Or, perhaps a pull out tab?  Maybe a fill in the blank.  It was a case of too many choices.

Once I stepped back and studied the actual lesson, meaning the information I wished to convey to the students, it became a lot easier.  I realized that as long as the information transfer occurred in the right order, then it didn’t matter if my border color was green or purple.

I can see how this type of lesson would be attractive to learners seeing how it mimics the effects they see on some tv programs – bold & colorful to capture attention yet when used with a minimum of visuals not too distracting.

I would treat this tool the same as any less technologically advanced tool that came before it such as overhead transparencies, visual or audio aids.  I would make sure that it aids in the learning and does not distract from the class focus.  Again, it needs to  enhance the content and not distract from it because of the way in which material is presented.  I’m sure in time I will come to depend on presenting lessons with this tool the same as teachers that came before embraced all that the overhead projector offered over the chalkboard.

One sure impact that this assignment had for me was the realization that I need to pay attention to my own professional development.  I need to practice these skills constantly.  And, if I cannot manage the software, device or whatever it may be, I need to seek out help as opposed to spinning into a feeling of desperation.  The SMART Exchange is a definite addition to my delicious account!

Technology resistance classrooms

The timeline and development of our current school system is not unfamiliar to me.  I have taken classes on the history and development of education.  This development of our current system is paralleled by the development of technology. Schools advanced from ciphering in one room school houses to students switching classes in buildings that house hundreds or thousands of students as was the case in my high school.  At the same time, technology advanced in all areas of life.  Critics argue that the educational system and technology have not come together at the same rate and the blame is placed on the structure of the system itself.  I beg to differ.

When the word “technology” is tossed about in regards to education, the immediate response concerns computers.  If the talk is about technology, it must be about computers.  Such is not the case.  To me, technology has a very broad and encompassing definition.  Technology is any tool developed to help accomplish any task.  Education has often embraced technology.  Slates & chalk to paper & pencil, pencil & knife to pencil sharpener, quill & ink to click pen, oil lamp to electric lighting, wood burning stoves to forced air heating systems, dittos to Xerox copies, and the list goes on and on.  Each of these technological advances was embraced by and had an impact on education.  The argument of late is not whether or not our educational system is willing to embrace technology but is our educational system willing to embrace specific technologies?  To what extent?  And, for what purpose?  Those are the questions which perplex me.

I wholeheartedly support any advance that can aid in education.  The key word here is, aid.  I do not believe that any technology should become the main source of learning while the teacher steps back and monitors what happens.  I still believe that children need to start with a broad base education, which is then narrowed and refined as they advance through the system.  Once in college, they can be educated in a way which is more closely related to an apprenticeship where the focus of study becomes narrowed to one specific discipline.

When it comes down to it, technology will be used in the classroom.  I don’t have to agree with that or even like it, but as an educator, I need to make sure that my students are proficient with it.  In doing so, I just don’t want to lose the opportunity to teach real life skills either.  I have yet to see a program that can teach and guide students in areas of organization, patience, persistence, self-confidence or gratitude the way a flesh & blood teacher can.  I don’t want to sacrifice teaching some student the joys of literature just to be able to say, I used Twitter in the classroom.  When those students finally understand what it means to be release from the community in Lois Lowry’s book, The Giver, I want to be looking into their eyes and not the top of their heads as they look down at the keyboard of a computer and type that reaction into a blog post.

I will use technology tools in the classroom but never will I agree that “school will become less and less important as a venue for education,” or that “The historical identification of schools and learning will begin to erode as other legitimate venues for learning develop, …” as stated in the book, Rethinking Education in the Age of Technology.  I don’t agree that our current school system developed only so far and then became resistant to further advancement.  I am sure that many teachers and administrators would love to bring a number of technologies to their schools if the real world situation of our economy would allow for it.  I don’t believe that resistance is all based in validity of the technology but rather the practical application of it.  Can a district afford to upgrade the physical condition of the building, buy new books, install new athletic equipment, move computers out of labs and put one on every desk in every room or provide a laptop to every student?  Can each family support that environment from home?  What is the point of using Twitter in the classroom if not every student has a cell phone?  I think from this point forward, it is all about priority.

There really is no argument that technologies can be used in the classroom.  Which ones and to what degree is the argument.  As far as implementing any change to the current system, the decision to do so must be based on the ability of that change to help students.  As with so many things in life, it becomes part of the great balancing act.