http://epnweb.org/player.php?podshow=http://prtl.uhcl.edu/portal/page/portal/SOE/Programs/Instructional_Technology_MS/Podcasts/MP3_files/ChildatRiskPt1.mp3&podcast=Instructional Technology Podcasts&program=Creating Effective Schools, Part 1
This is a good example of a podcast because this link goes to a show that discusses how to create an effective classroom environment while integrating technology. I noticed that it was very linear in how it went from topic to topic during the broadcast. It also provided not only facts, but opinions as well. I noticed that these podcasters have numerous podcasts (this being part one of a particular topic). With their podcasts, they stick to a general theme surround technology and education. This further connects to the readings because this podcast shows that they outlined what they wanted to discuss, edited, and used a clear microphone to ensure that everyone who listens can understand what they are saying.
Digital Story Example:
This video is a good example of a digital story because it was created by a student. It had the student recalling a time when he was younger and playing baseball with his brother and the event that occured. I noticed that it used a lot of illustrations to aid with the story re-tell. It made the story that much more amusing and it helped to make the story more powerful. Having the animations made the students' story come to life. You can tell by the sound of his voice and the amount of animations (his time and effort) that the student enjoyed working on this story. It further connects to the reading in the sense that it is a pretty short story, which was the recommendations found within the readings.
Both podcasting and digital storytelling have diverse classroom applications. Podcasts can be a great resource for teachers to utilize. Teachers can record all lessons so that if students miss a class or a whole day of school, all they would have to do would be to sign onto the podcasting link the teacher creates and listen to the podcasts. This creation would also be a great for parents because they could listen to what their children are learning about. Teachers could also create a podcast specifically for parents to provide them with news, ideas, information, and tips for what they can do to help their children at home. This will help teachers in the long run because it sends the message to parents that they are a team with a common goal to help the children academically. Administrators could use teachers' podcasts to ensure that the teachers are being effective and covering all of the necessary teaching standards. Students can also use podcasts to share their opinions about topics they learned in school among many other things. Podcasting allows students to practice their oral language/speech skills. Digital storytelling is a great motivator for students. It "uses authentic real-world skills (videography, video consturction, and video editing skills) in a situated learning experience" (Figg & McCartney, 2010, p. 41). Students can use this technology to tell various types of stories whether it be on topics discussed in class or pertaining to their interests. It allows students to practice their oral language and storytelling skills. Many projects can be created using digital story telling such as recreating books read in class and mini-biographies about the students in class; the list of ideas can be endless. Digital storytelling brings students' stories to life in an interactive way with their targeted audience. Digital stories can even be completed at home with family members, which can be view not only as a fun, but an interactive learning activity. Teachers can also use digital stories to teach daily topics that are taught in class. When teachers utilize Digital stories, it allow students to not only practice their listening skills, but engages them, allowing them to pay more attention and remember more thanks to entertaining visuals that can be utilized within the story.
The literacies that are involved with podcasting and digital storytelling is first knowing what type of program to use for both items. There are a diverse set of programs that can be utilized depending on the amount of money one wishes to spend. The next thing a person needs to know how to do in regard to podcasting is how to set up a website/account. Then, they must know whether or not and how to set up a microphone so that they may record their podcast. Once this step is complete, they have to learn how to record, edit, save, and publish the recorded podcast. In regard to digital storytelling, one must figure out how to create and upload images that go along with their story. They also have to know how to record a voice over. Literacy fits in because most people who create a podcast and/or digital story write down brainstorming ideas about topics to discuss and/or stories to tell. They also might write down what they may say or talk about during the podcast and/or write out their story before creating a digitalized version. Both podcasting and digital storytelling allow people to go through the steps to the writing process before making a finalized version.
Both podcasts and digital stories transform teaching and learning by providing "Real work for real audiences" (Richardson, 2010, p. 116). Students take pride in their work especially in regard to this technology. These two technologies engage students and allow for freedom of expression within the realms of education. It also allows for higher order thinking skills to occur. It has been found that "podcasts have revealed increased motivation and higher-level thinking, and improvement in writing and listening skills" (Putman & Kingsley, 2009, p. 101). Digital stories as a language experience approach can provide students with the opportunities of being literate, "capable of writing and reading" (Labbo, Eakle, & Montero, 2002, p. 10). Digital stories allow students to "control the learning environment and design a learning experiences" (Figg & McCartney, 2010, p. 54). They transform teaching in the sense that there is easier access to education. Teachers can post their own podcasts and digital stories for their students to see. They can also show other teachers and students podcasts and/or stories from all over the world because both are easily accessible if posted on the internet. Podcasting and digital storytelling allow teachers more room for creativity and make their lives a little bit easier in the sense that it is more likely that if they take part in either one or both activities, they will engage their students in learning, making it easier to teach various concepts that must be learned throughout the year.
Shanna! I love, love, love your blog design! The colors are so bright and radiant and cheerful. Great job in that department! I really enjoyed the digital story that you chose for this week, mostly because it illustrates a student's actual work, and therefore can be directly linking to using digitial stories in the classroom. It also incorporates illustrations and animations, not just photographs. I think this proves that not every story has to be a super polished piece of work - elementary students are especially going to fall into this category. Furthermore, the stories that students create are important to them because it is such a huge project and because they are actually being given a chance to voice their beliefs and opinions and ideas. I really really enjoy digital stories, and I hope that I will have the resources and the opportunity to incorporate them into my future classroom. Great post!
ReplyDeleteWow, you've covered a lot! So I think you would include digital stories and podcasting into your future classroom. No?
ReplyDeleteI would if/when I learn how to make my own and become more knowledgable about how to make them well.
ReplyDeleteWell, hopefully you learned how to from Andrea presentation. I use powerpoint as a rudimentary way to create digital stories, but Andrea software recommendation is much better. The problem arises with that software is districts control over their computers. I enjoyed your example of digital storytelling, it showed that students have the desire to tell stories, especially in ways that they find interesting and relative to their lives. This example will be used during my writing workshop about adding details to both their illustrations and text. Keep up the good work.
ReplyDeleteShanna, this was a great post, I really like how you integrated a lot of ideas from the readings. I thought you posted a good example of a digital story too. It was short, but yet the more I looked at the animation of it, the more complex it becomes. I am glad we have had people present on these stories, because I think I would be too stressed to try and create one without a helpful program.
ReplyDeleteDo you think that digital stories could be used as a new way of creating review material for students? Or better yet, having the students create it for the rest of the class?