quick version

http://www.techlearning.com/article/25352

 more detail

http://electriceducator.blogspot.com/2009/11/google-proof-questioning-new-use-for.html#comments

http://wallwisher.com/wall/teaching-technology

There is an old oak tree in my backyard that I’ve nicknamed “Leo the Late Bloomer”. The reason why is that right now when all of the other foliage is showing typical signs of spring this old tree is still hanging on to dried up leaves from last season. This is case year after year, and it does eventually catch up!

So what does this have to do with technology? Well, I wonder how many of you out there reading this blog post might be “Late Bloomers” or at least know one or two. In this information age, technology resources for teaching, learning, and networking are aplenty! What new technologies have you added to your arsenal of tools, or are you still holding on to the old stuff, like my old oak? Don’t be “Leo the Late Bloomer” and have to catch up later, just pick one tool/application now and start exploring!

Here are a few places to start, all of which are FREE resources…

For Social and Professional Networking: Twitter, Facebook, and Ning.

For Blogs and Wikis: Edublogs, Blogger, Wikispaces, and Wetpaint.

For Creating Media: PhotoStory, Movie Maker, iMovie, Animoto, and 12 Seconds.

More fun tools for learning: Newspaper Clip Generator and Vocaroo.

With the new supplies that most students already have or are quickly gaining access to, as educators we must be ready to embrace these tools and use them and productive and engaging ways.  Technology standards for teachers have been updated and provide the framework by which teachers can plan and implement highly engaging instruction in an increasingly digital world. 

Technology Standards for Teachers, revised June 2008

1.      Facilitate and inspire student learning and creativity

a.      Promote, support, and model creative and innovative thinking

b.      Engage students in exploring real-world issues and solving authentic problems using digital tools and resources

c.       Promote student reflection using collaborative tools

d.      Model collaborative knowledge construction by engaging in learning with students

2.      Design and develop digital-age learning experiences and assessments

3.      Model digital-age work and learning

4.      Promote and model digital citizenship and responsibility

5.      Engage in professional growth and leadership

“Transformative proficiency of skills means really transforming education through the use of technology, not just laying technology over traditional educational practices.”  What this means for teachers and classrooms is that students need to have opportunity to create and produce podcast, digital stories, blogs, wikis, and participate in collaborative learning experiences.  These practices are not intended to be in addition to what is already part of the instruction but to take the place of some traditional learning experiences.  Teachers can begin to transform their teaching practices by dreaming big, showcasing student work in innovative ways, and using all of the resources available to them, including their BISD ITS!

Katie Moran, Birdville ISD teacher is putting into practice the nine essential strategies that are most likely to improve student achievement as defined in Robert Marzano’s book “Classroom Instruction that Works.”  Homework and Practice, Non-linguistic Representations, Summarizing and Note Taking, Cooperative Learning, and Setting Objects and Providing Feedback are among the essential strategies included in this project.  Furthermore, the assignment required students to use higher order thinking skills such as synthesis, analysis, and evaluation as they gathered information and worked in cooperative groups to develop the video project. 

The students were given the opportunity to reflect on their learning, and their comments confirm that they were enthused and engaged for the duration of this project:

I like to use the technologies like the camera, and the microphone, and PhotoStory to put everything together.

I think it was fun because we got to act it out.  Most videos are boring but not this one because we were in it.

What I liked about my video project was that I am a visual learner and it helped me because we used models and acted it out.

It was fun working in small groups because if you didn’t know a person and you got to be in a group with them it was fun because you could be their friend and you could get to know them.

I liked this project because it gave everyone time to have fun and learn at the same time.  When I get the DVD I want to show my family and friends.

I thought that the media project was a lot of fun.  I like using the technology because it’s like way in the future.  I like working in groups because you get to hang out with your friends.  The hottest part about this project is how you can make your voice sound perfect.  I would love to do this assignment again.  As soon as I get home from school with that DVD we’re going to watch it ASAP.

I liked working with my classmates because you can learn from your own classmates what they think about it and they can learn what you think about it.  Plus, I like working with technology because it’s very cool.

I like working with technology because when you record it you can better understand it and can watch it over and over again.

I liked this project because I can learn about science better.  It was really cool.  I learned about the water cycle.

With today’s generation of learners, I would like to suggest that bringing media into the classrooms is not enough.

Students need the opportunity to create and interact with media.

The tools to make this happen are already sitting in many schools today and with the continuous evolution of the web more tools become available daily, with a cost that no one can argue with – FREE!

Learning environments that utilize media are beginning to take shape in many schools today. Students are learning to download and subscribe to podcasts for example, and some are learning to create their own podcasts. By definition, a podcast is a collection of digital media files which is distributed over the Internet. Tools to create this type of media are easily accessible with little learning curve to implement into instruction. Online tools such as http://www.gcast.com take less than five minutes to register and create an account, and then with a simple phone call you can record an audio podcast that is published world-wide via the web. Free software applications such as http://audacity.sourceforge.net/ can be downloaded and with the simple addition of a $5 microphone you can be well on your way to recording all sorts of podcasts with a variety of curricular connections. More importantly, students at all ages can take an integral role in creating these podcasts thus demonstrating their knowledge and understanding of curricular concepts.

Combining audio with visual elements takes the original idea of podcasting to the next level, video-casting, or vodcasting, as some are calling it. Again, there are both online tools and free software available to create this media. Websites such as http://voicethread.com/allow users to create an account and then upload images, record audio, and publish their stories. Free software applications such as PhotoStory and Movie Maker are available on the PC side, with comparable applications available for Mac users. These wizard driven applications make creating media possible for all levels of technology users. Hardware needed for these types of projects can be a digital camera with movie capabilities, or even an inexpensive video camera such as the RCA Small Wonder. The completed media projects can be published via websites and blogsites to world-wide audiences. These digital stories created by students again demonstrate knowledge and understanding of concepts and allow students to creatively tell their personal stories.

Learning theory has long suggested that if an individual can teach or demonstrate a concept that true learning has occurred. Involving students in creating podcasts, vodcasts, and digital stories does exactly that – it requires students to demonstrate their knowledge and understanding, and often in a way that helps other young learners create meaning in their world.

Making Media does Matter!

Children solve practical tasks with voice as well as eyes and hands (Vygotsky).  Talking is the most natural form of communication and the only one that some will use after they leave school.  Oral language is the most important skill to be taught in the classroom.  Children with language difficulties achieve lower than peers.

Research from the I Can Talk Series provides evidence that children with persistent language difficulty achieve lower academically.  Oral communication is also related to math achievement – vocabulary, sequencing, and concept formation.  Poor conversation skills also hinder social development that carries over through adult years.  “Oral language is vital; we need to do more.”

Podcasting provides children the opportunity to think, communicate, and it supports literacy.   

Developing a podcast includes four basic steps – planning, producing, publishing, and promoting. 

• Planning
  • Determine the content / curricular application
  • Research / gather information
  • Write a script / storyboard … plan what you will say; consider the attention span of your audience
• Producing
  • Secure tools – microphone, computer, software
  • Record and edit (http://audacity.sourceforge.net/)
• Publishing with RSS feed capability (www.gcast.com)
• Promoting – let your audience know how to access your podcast

That said,

Podcasting is a tool for our generation of learners that has practical application in the classroom.  It is not intended to be the panacea; however, effective and appropriate use engages students and makes a meaningful impact instructionally. 

Take advantage of what speaks to this generation of learners and put podcasting into your arsenal of tools.  

Bernajean Porter has become synonymous with Digital Storytelling.  She is described as “ a digital storytelling guide” on the DigiTales website at http://www.digitales.us/about/about_bernajean.php.

In Bernajean Porter’s interview with Tim Wilson, she talks about the skills attained through the implementation of Digital Storytelling.  An excerpt from this podcast can be found at http://www.birdville.k12.tx.us/instech/podcast/mcknight/ , titled Digital Storytelling Skills, The Baker’s Dozen.  The baker’s dozen skills include:

1.       Cognitive Apprenticeship

2.       Creative / Inventive Thinking

3.       Higher Order Thinking

4.       Enduring Understanding

5.       Visual Literacy

6.       Technology Skills

7.       Information Literacy

8.       Communication

9.       Multiple Intelligence

10.   Team Work / Collaboration

11.   Project Management

12.   Exploiting Infinity

 The entire interview with Tim Wilson, The Savvy Technologist, can be accessed at http://technosavvy.org/2006/04/18/bernajean-porter-digital-storytelling-part-2/.

Are you a digital native or digital immigrant? 
http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf

Comments please.