Podcasts would provide my music students with the opportunity to learn about using Garageband, a music production program. Recording audio in such an application requires learning a new way about thinking about data. Programs such as Garageband use a timeline to represent audio data. Since events happen on a timeline, they occur as part of a sequence. Garageband allows the user to layer sounds on top of other sounds in a true "multi-track" fashion. Understanding the concept of layering sounds to create a sequence synced to a timeline requires the user to think logically. These logical skills are developed in students subconsciously, but are essential to creating a successful podcast.
One practical application of a podcast in a music education setting would be CD reviews. Students could either be assigned or pick a CD of their choice (their own choice would require approval in the case of inappropriate content) for review. The teacher could then present students with a series of general prompts designed to stimulate their thought process about the material on the CD. Students would take notes according to the prompts and write a short script. They would then record themselves using Garageband and the internal mic on a school laptop. Sound files from the CD could be edited and layered in with the review to illustrate observations outlined. Students would then have the option of syndicating their podcast using RSS. This project would promote logical thinking, music appreciation, and increase student literacy on a communicative level.
My sample uses a more technical approach, but students who are not familiar with technical analysis could use a more aesthetic approach.
Click on the title of this post to download the file.
Monday, July 13, 2009
Thursday, July 9, 2009
Tools for Online Engagement
From an early age, students of today are being constantly exposed to continually evolving technology. Whether through parents or older siblings, even pre-schoolers are familiar with terms such as “text message” and “email”. In some of the 2nd and 3rd grade classes I have taught, students already have their own email accounts and use them to communicate with family and friends. Several of my students as young as 5th grade have pages on social networking sites such as Myspace and Facebook. These kinds of technology have proven themselves to be more than trends or “fads”. As a matter of fact, social networking sites such as Friendster and Myspace were precursors to other Internet phenomenon such as YouTube.
Often times, if I open up a browser and type in YouTube.com, student interest is immediately piqued. What happens next usually comes in the form of a question: “Mr. Swift, can we watch ‘Chocolate Rain?’” “No, No…can we watch the those guys dancing on the treadmill” another student will say. “No! What about that one with the puppets and the ticking noise?” chimes another. “Oh Yeah! That is funny!” respond several other members of the class. My point is that students of practically all ages are very aware of digital content and their host mediums. If this is the case, then isn’t it appropriate for teachers to harness relevant online mediums and get as much leverage as they can from student interest and excitement?
I’m not suggesting that teachers use the aforementioned social networking sites to communicate with their students - that would be inappropriate. Rather, teachers should take advantage of Web 2.0 tools such as blogs, wikis, and digital storytelling to transform student learning, as stated in the Tools For Online Engagement and Communication article.
Blogs, which are an integral part of social networking sites, provide students with a personal means of sharing their thoughts and work. I agree with the concept of blogs as a form of self-expression for students as outlined by Jospeh Tomei and Richard Lavin in Tools For Online Engagement and Communication. Their advice about the success of a blog hinging on its reflection of the blog creator is invaluable. Students, particularly those in their adolescent years, are struggling to find their identity and providing them with an appropriate form of self-expression provides an outlet for their personality to develop.
Wikis are something I have been interested in implementing in my classroom. I like the idea of a collaborative learning space where students can contribute and share knowledge and ideas. One challenge I have found is that I see my students only once a week, and I am still searching for a way to develop and maintain the momentum necessary for such an online community. Tomei and Lavin’s suggestion that “weblogs can act as an entryway into using wikis by establishing a firm foundation for learners” (393) is invaluable to me and I plan to introduce blogs next year as a first step towards using wikis.
This past school year I implemented some digital storytelling projects and found them to be very successful. Students were eager to learn how to use the equipment and software necessary to complete these projects. Not only were they expressing themselves while learning digital literacy, on a deeper level students were honing their collaborative learning skills through completing these projects in groups where each member had a defined role. I plan on expanding these projects in the future.
The use of blogs, wikis, and digital storytelling in the classroom acts as a gateway to many of the concepts outlined in the Techno Expression article. These mediums of online interaction provide educators with the opportunity to teach students proper etiquette (“Netiquette” as defined by Kevin Kelly and Ruth Fox) necessary for successful online interactions. Teachers also have an opportunity to teach students “best practices” for maintaining safe interactions online. These skills will serve students well as members of a global society that relies so heavily on online communication to accomplish everything from planning family gatherings to completing business transactions.
Often times, if I open up a browser and type in YouTube.com, student interest is immediately piqued. What happens next usually comes in the form of a question: “Mr. Swift, can we watch ‘Chocolate Rain?’” “No, No…can we watch the those guys dancing on the treadmill” another student will say. “No! What about that one with the puppets and the ticking noise?” chimes another. “Oh Yeah! That is funny!” respond several other members of the class. My point is that students of practically all ages are very aware of digital content and their host mediums. If this is the case, then isn’t it appropriate for teachers to harness relevant online mediums and get as much leverage as they can from student interest and excitement?
I’m not suggesting that teachers use the aforementioned social networking sites to communicate with their students - that would be inappropriate. Rather, teachers should take advantage of Web 2.0 tools such as blogs, wikis, and digital storytelling to transform student learning, as stated in the Tools For Online Engagement and Communication article.
Blogs, which are an integral part of social networking sites, provide students with a personal means of sharing their thoughts and work. I agree with the concept of blogs as a form of self-expression for students as outlined by Jospeh Tomei and Richard Lavin in Tools For Online Engagement and Communication. Their advice about the success of a blog hinging on its reflection of the blog creator is invaluable. Students, particularly those in their adolescent years, are struggling to find their identity and providing them with an appropriate form of self-expression provides an outlet for their personality to develop.
Wikis are something I have been interested in implementing in my classroom. I like the idea of a collaborative learning space where students can contribute and share knowledge and ideas. One challenge I have found is that I see my students only once a week, and I am still searching for a way to develop and maintain the momentum necessary for such an online community. Tomei and Lavin’s suggestion that “weblogs can act as an entryway into using wikis by establishing a firm foundation for learners” (393) is invaluable to me and I plan to introduce blogs next year as a first step towards using wikis.
This past school year I implemented some digital storytelling projects and found them to be very successful. Students were eager to learn how to use the equipment and software necessary to complete these projects. Not only were they expressing themselves while learning digital literacy, on a deeper level students were honing their collaborative learning skills through completing these projects in groups where each member had a defined role. I plan on expanding these projects in the future.
The use of blogs, wikis, and digital storytelling in the classroom acts as a gateway to many of the concepts outlined in the Techno Expression article. These mediums of online interaction provide educators with the opportunity to teach students proper etiquette (“Netiquette” as defined by Kevin Kelly and Ruth Fox) necessary for successful online interactions. Teachers also have an opportunity to teach students “best practices” for maintaining safe interactions online. These skills will serve students well as members of a global society that relies so heavily on online communication to accomplish everything from planning family gatherings to completing business transactions.
Wednesday, July 8, 2009
Thoughts on the "Digital Divide" and tech integration
I feel somewhat comforted after reading Mark Prensky’s Digital Natives, Digital Immigrants article and Paul J. LeBlanc’s article, The Politics of Literacy and Technology in Secondary School Classrooms. As a technology teacher, I have experienced first hand many of the issues touched upon in these writings. Although Prensky and LeBlanc comment on the ineffectiveness of technology integration from different perspectives, both observations can be seen as valid complaints and a call for change.
Prensky strikes at a fundamental conflict by pointing out the digital divide that exists between “Digital Natives” (students and some younger teachers) and “Digital Immigrants” (veteran teachers). He cites that the technological saturation of everyday life has caused students to develop their own way of coping with, and processing, information. In addition to voicing their desire for quick and easy access to information, Prensky also states that today’s generation of students are fluent at operations such as multitasking. He draws the conclusion that due to these experiences, students of today learn differently from people of previous generations. Prensky calls for teachers to develop more understanding of how today’s students learn and asserts that in order to be effective, teachers must change their methods to present material in ways that will actively engage their students.
LeBlanc focuses his comments on the political struggles and pitfalls of technology integration. He speaks of Rose, a fourth grade teacher who was given a computer for her classroom. Through examining her case, LeBlanc points out Rose’s unrealistic expectations of what she could achieve, the lack of her skills, and the lack of readily available professional development. He also speaks of Michelle, a tech-savvy teacher who became responsible for her school’s technology program, yet was not invited to serve on the school’s technology committee or have any input regarding technology purchases. LeBlanc goes on to point out how school administrators unfortunately manipulate technology in a school or district to become a trophy piece used to appease parents. Poor political decisions made by administrators not only hinder teachers interested in closing the digital divide between them and their students, but also give uninterested teachers an excuse not to change.
The goal of effective technology integration should be to close the divide that exists between Digital Natives and Immigrants. This requires teachers, administrators, and school districts assessing each other’s needs and working together to get behind that goal and make it happen.
Self-assessment is also very important for teachers charged with incorporating technology into their curriculum. Teachers need to be able to realistically assess their skills and ability. How is this possible? Honest self-evaluation of technology comfort level is a good start. Personally, I had the benefit of being a student of a very good technology program when I was in high school. The program was not built around learning keyboarding skills or basic computer operations, rather we learned skills like programming and scripting (in Apple’s HyperCard and MS Excel), basic 2D animation (in Macromind Director), and computer illustration (using MacPaint).
Even though I received this education in the early 1990’s before the widespread availability of Internet access, the skills I learned have served me well in adapting to constantly changing technologies. Currently, in addition to skills working with productivity applications, I employ skills related to digital media such as photography, video editing, and music production in my classroom. I teach students the basics of these disciplines and tie these computer skills into other curriculum areas. For example I use Garageband, a music production program, with students to examine the mathematical use of patterns in music and their effect on compositional structure. In my music/band classes, I have limited real instrument resources so laptops loaded with Garageband and coupled with midi controller keyboards are invaluable in providing every student with the opportunity to play an instrument.
I also found success this past year with an 8th grade social studies class who filmed their own interview style vignettes about the 9/11 tragedy. After an introductory lesson, the students edited their video footage using iMovie. In one of my 3rd grade classes, students paired up to produce a podcast episode about Math problem solving using Garageband, which I then posted on the web for parents to hear. Another fun and effective project was with a 7th grade reading class. They used digital cameras and iPhoto to create a series of tableau vivant style images to illustrate a Langston Hughes short story.
Reflection is an important part of developing technology skills as a teacher and after reflecting upon different aspects of these projects and their outcomes, I see areas where they can be refined. My goal is to implement these refinements for the upcoming school year.
Prensky strikes at a fundamental conflict by pointing out the digital divide that exists between “Digital Natives” (students and some younger teachers) and “Digital Immigrants” (veteran teachers). He cites that the technological saturation of everyday life has caused students to develop their own way of coping with, and processing, information. In addition to voicing their desire for quick and easy access to information, Prensky also states that today’s generation of students are fluent at operations such as multitasking. He draws the conclusion that due to these experiences, students of today learn differently from people of previous generations. Prensky calls for teachers to develop more understanding of how today’s students learn and asserts that in order to be effective, teachers must change their methods to present material in ways that will actively engage their students.
LeBlanc focuses his comments on the political struggles and pitfalls of technology integration. He speaks of Rose, a fourth grade teacher who was given a computer for her classroom. Through examining her case, LeBlanc points out Rose’s unrealistic expectations of what she could achieve, the lack of her skills, and the lack of readily available professional development. He also speaks of Michelle, a tech-savvy teacher who became responsible for her school’s technology program, yet was not invited to serve on the school’s technology committee or have any input regarding technology purchases. LeBlanc goes on to point out how school administrators unfortunately manipulate technology in a school or district to become a trophy piece used to appease parents. Poor political decisions made by administrators not only hinder teachers interested in closing the digital divide between them and their students, but also give uninterested teachers an excuse not to change.
The goal of effective technology integration should be to close the divide that exists between Digital Natives and Immigrants. This requires teachers, administrators, and school districts assessing each other’s needs and working together to get behind that goal and make it happen.
Self-assessment is also very important for teachers charged with incorporating technology into their curriculum. Teachers need to be able to realistically assess their skills and ability. How is this possible? Honest self-evaluation of technology comfort level is a good start. Personally, I had the benefit of being a student of a very good technology program when I was in high school. The program was not built around learning keyboarding skills or basic computer operations, rather we learned skills like programming and scripting (in Apple’s HyperCard and MS Excel), basic 2D animation (in Macromind Director), and computer illustration (using MacPaint).
Even though I received this education in the early 1990’s before the widespread availability of Internet access, the skills I learned have served me well in adapting to constantly changing technologies. Currently, in addition to skills working with productivity applications, I employ skills related to digital media such as photography, video editing, and music production in my classroom. I teach students the basics of these disciplines and tie these computer skills into other curriculum areas. For example I use Garageband, a music production program, with students to examine the mathematical use of patterns in music and their effect on compositional structure. In my music/band classes, I have limited real instrument resources so laptops loaded with Garageband and coupled with midi controller keyboards are invaluable in providing every student with the opportunity to play an instrument.
I also found success this past year with an 8th grade social studies class who filmed their own interview style vignettes about the 9/11 tragedy. After an introductory lesson, the students edited their video footage using iMovie. In one of my 3rd grade classes, students paired up to produce a podcast episode about Math problem solving using Garageband, which I then posted on the web for parents to hear. Another fun and effective project was with a 7th grade reading class. They used digital cameras and iPhoto to create a series of tableau vivant style images to illustrate a Langston Hughes short story.
Reflection is an important part of developing technology skills as a teacher and after reflecting upon different aspects of these projects and their outcomes, I see areas where they can be refined. My goal is to implement these refinements for the upcoming school year.
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