Journal 5: Podcasting

In techie terms, podcasting is the “syndication of audio files using RSS.” In lay terms, podcasting involves sharing audio and video files. Despite the name, an iPod is not required to listen to a podcast - the audio and video files can be accessed by computer and/or media players.

On the Classroom 2.0 site, the discussions revolve around the growing use of podcasts in education. The most common theme involves students creating their own podcasts of skits, dramatizations, or “radio broadcasts.” The second most common use of podcasts is by teachers who record and post their class sessions or lectures. Finally, some teachers are using podcasts within the professional community to share ideas and educational news.

Among the podcasting discussions, the most common complaint or concern involves compatibility issues with district software. Many of the teachers have security or software restrictions on their school computers and as a result they are not able to work back and forth between their professional and personal computers. Worse yet, many schools do not have the funding, resources, or awareness, to secure the more advanced technology available on the market to maximize the potential of podcasting.

Personally, as a future special educator, podcasting represents an opportunity to make education more accessible to a wide range of students. For example, I recently completed a research project on teaching students with health impairments. These students miss class frequently due to illness or medical appointments and would benefit from being able to access class lecture podcasts from anywhere, at any time. Additionally, students with learning disabilities would benefit from being able to replay and review class material through podcasts. I am eager to use podcasts in my own classroom!

Journal 1

Article 1:

Shifflet, R, & Toledo, C (2008). Extreme makeover: Updating class activities for the 21st century. Learning and Leading with Technology, 35, Retrieved July 26, 2008, from http://www.iste.org/Content/NavigationMenu/Publications/LL/L_L.htm.

Summary:
In their article, Extreme Makeover: Updating Class Activities for the 21st Century, Shifflet and Toledo introduce teachers to free web-based applications for the classroom. Specifically, the article details collaborative writing tools, blogs, social bookmarks, photo sharing, and wikis. Each of these web-based applications focuses on collaborative learning and allows students and teachers alike to improve their technological skills.

Technology in the classroom: Friend or foe?
Many educators are technophobic, seeing technology as promoting the evils of plagiarism, laziness, and exploitation. For these teachers, I can only reference the old saying, “Keep your friends close and your enemies closer.” Teachers who feel uncomfortable with technology must remember, despite their personal views, our students are technologically savvy. We can fight technology or embrace it. Educators must conquer their inner Luddite and focus on teaching students how to use technology appropriately. By teaching students how to cite their resources, analyze the validity electronic sources, and practice honest collaboration, they can learn to use technology responsibly.

Article 2:
Mader, J, & Smith, B (2008). Blogging right along. Learning and Leading with Technology, 35, Retrieved July 26, 2008, from http://www.iste.org/Content/NavigationMenu/Publications/LL/L_L.htm.

Summary:

In their article, Blogging Right Along, Mader and Smith provide information on using blogs in the classroom. In the example presented in the article, students use the class blog to document class events, homework assignments, pictures and discussions. The use of a class blog deepens the students’ interaction with the content material while also providing a supportive learning community.

How does the use of a classroom blog empower students in their own learning?
In this example, the teacher moderates the class blog but the students are responsible for the content. Within the online blog community, students are able to share their learning, restate important ideas, help one another with homework and more. The students are able to publish their work, which both ensures high quality products and validates the student’s effort. A blog helps distribute the power and authority in the classroom, creating cooperation and collaboration between the instructor and the students.

Introduction Letter of Jackie Wood

My name is Jackie Wood.  I was born in San Luis Obispo, California and I have been moving ever since.  My mom worked for the Department of Corrections, so if there is a town in California with a prison, I have lived there.  I attended over a dozen different elementary and middle schools before graduating from Del Norte High School in Crescent City, California.  Relocating again, I graduated from UC Santa Barbara with a BA in Psychology.  Finally, my husband's naval career brought me to San Diego and the teaching credential program at CSUSM.

Beyond my geographical background, I was born and raised a PC person.  About six months ago, I finally succumbed to the Appangelists (Apple evangelists) and converted to Mac.  I can see the advantages of both and try to practice equal opportunity computing.  Regardless of the operating system, I use technology non-stop.  Professionally, the credential program favors collaborative work, which requires constant electronic correspondence with my classmates.  (I am awfully excited about Google documents!)  I rely most heavily on programs like Word and PowerPoint (Microsoft '08 for Mac) and I am an avid Googler.  I would be completely lost without Google Maps (pun intended)! 

Finally, as for my personal educational philosophy, I am compelled by the idea of educating all students.  Within the mission statement of the College of Education, I am particularly drawn to the issues of "student-centered" education and celebrating "diversity."  Specifically the faculty in the Department of Education support inclusion, an important civil rights matter and a key component of "educational equity."  Additionally, I was attracted to CSUSM because it offers one of the only concurrent Multiple Subject and Education Specialist credential programs in the state, supporting my goal of reaching students across variation in age, personal background, and learning differences.