I have heard this site mentioned numerous times, but I never made it there until I was searching for podcasts on Martin Luther King, Jr. (we are studying the Civil Rights Movement). I found a "podcast" of the "I Have a Dream Speech", which was actually just an audio recording in Quicktime that the "podcaster" had found on the aforementioned site, American Rhetoric.
While the site does not contain podcasts, it is such a great resource for the classroom and could potentially be used in conjunction with podcasting under the fair use policy. It has links to over 5000 audio and video versions of famous American speeches, sermons, debates, interviews, and other "rhetoric". The site's owner also has great information regarding Fair Use and the legal implications of this site, and you can email him with questions on permissions.
As this site collects this type of audio, I have also run across a variety of sites that catalog another type of audio: podcasts. Sites such as Podcast.net and PodcastAlley catalog a variety of podcasts, while other sites collect educational podcasts such as the Educational Podcast Network. As I have been watching the Terminator and thinking more deeply about the future of technology, I am wondering where podcasting and other types of rhetoric, such as that from American Rhetoric, will meet.
I have recently read Ender's Game (and am currently reading Speaker for the Dead) and was impressed by how the online musings (similar to blogs and discussion forums) of children posing as adults changed the world. I am wondering if and when podcasts may become as powerful as books, speeches and video in affecting the world around them. While I considered myself just getting involved in podcasts, I can remember myself as an undergraduate listening to online broadcasts from a prisoner. I guess I was listening to podcasts back then, even though I didn't know it, and they had a very powerful effect on me. If powerful and influential individuals began blogging and podcasting, I think that some podcasts could potentially be as powerful and influential as Marting Luther King's "I Have a Dream" speech or FDR's response to Pearl Harbor.
Sunday, April 22, 2007
Saturday, April 21, 2007
In my search for informative blogs and podcasts on educational technology, I was introduced to Tim Lauer's site, Education/Technology. As a principal for an elementary school in Oregon, he using this site to collect his thoughts on educational techology and provides a rich archive of useful information. While I was seaching for his thoughts and comments on podcasting, I came across the following entry: Tim Wilson's Podcasts...
While the article connected me with what Lauer deemed Wilson's "high quality podcasts", I actually found the content to be very timely and informative in regards to our ongoing discourse on high-stakes, state-wide testing such as the FCAT. While the podcast itself was very good in both content and quality, what really struck me was Lauer's discussion about his experience with the Oregon state test.
You might want to sit down before reading this, Jessica. In Oregon, they have the option to test students on computers using a web-based application rather than a paper and pencil test. Now get ready for the kicker: they can test students up to three times per year, and only the highest score counts. I know, I know. This sounds too progressive and makes way to much sense coming from Florida.
Just think of all the benefits of such a model. First, this eliminates the short testing window and prevents students, teachers, and schools from being judged on one test given on one day. Second, it eliminates the need to test all students at the same time and all the resources this consumes. Third, it gets rid of the difficulties in only testing once per year, such as the controversies on when to test and creating judgments based on one date and time. While I know that many of people don't like the idea of high-stakes, statewide standardized assessments, I think that such a model provides flexibility and addresses many of the concerns with the current testing system.
From my personal experience, I know that the FCAT has creating many problems in our school. One, the school plans all major projects, field trips, and events for AFTER the FCAT in order not to stress teachers and students, but this just leads to post-FCAT craziness in schedules and teaching. While it seems that people should be able to rest easier after the test, most teachers are actually more stressed out since they now have a ton of projects, field trips, and events to organize and administer. Another problem is that the FCAT does not provide immediate feedback, and I think this negatively impacts the students who are eager to find out how they did. After a while, students don't remember the test and have difficulty realizing how they could improve. Immediate feedback could help teachers individualize and target instruction to meet individual students' needs. Lastly, the FCAT now has many implications for my students, such as determining whether they need a double reading block in middle school. For my students that end up there, they will have 2 reading classes and no specials (P.E., art, band, choir, etc.) FOR AN ENTIRE YEAR. Currently, they only have one chance to test well enough to avoid this fate, but a more flexible, web-based assessment could allow them multiple chances to improve their score which I believe would increase student engagement and motivation. All in all, I think that this model would greatly improve on our current situation.
I really was impressed by Tim Lauer's thoughts on technology in testing. It seemed like he was directly speaking of Florida when he said, " find it interesting that in some states, rather than see that the technology provides for new opportunities, they try to fit the technology into old models such as a short testing window, testing all students at the same time, and only assessing once a year… "
In our district, the school board is trying to cut funding for technology, asserting that it does not improve test scores and increase student achievement. Of course it doesn't appear that way since we use technology to try and perform well on one paper and pencil test given within a short testing window once a year. Technology does provide for new opportunities, and it needs to come from the top.
While the article connected me with what Lauer deemed Wilson's "high quality podcasts", I actually found the content to be very timely and informative in regards to our ongoing discourse on high-stakes, state-wide testing such as the FCAT. While the podcast itself was very good in both content and quality, what really struck me was Lauer's discussion about his experience with the Oregon state test.
You might want to sit down before reading this, Jessica. In Oregon, they have the option to test students on computers using a web-based application rather than a paper and pencil test. Now get ready for the kicker: they can test students up to three times per year, and only the highest score counts. I know, I know. This sounds too progressive and makes way to much sense coming from Florida.
Just think of all the benefits of such a model. First, this eliminates the short testing window and prevents students, teachers, and schools from being judged on one test given on one day. Second, it eliminates the need to test all students at the same time and all the resources this consumes. Third, it gets rid of the difficulties in only testing once per year, such as the controversies on when to test and creating judgments based on one date and time. While I know that many of people don't like the idea of high-stakes, statewide standardized assessments, I think that such a model provides flexibility and addresses many of the concerns with the current testing system.
From my personal experience, I know that the FCAT has creating many problems in our school. One, the school plans all major projects, field trips, and events for AFTER the FCAT in order not to stress teachers and students, but this just leads to post-FCAT craziness in schedules and teaching. While it seems that people should be able to rest easier after the test, most teachers are actually more stressed out since they now have a ton of projects, field trips, and events to organize and administer. Another problem is that the FCAT does not provide immediate feedback, and I think this negatively impacts the students who are eager to find out how they did. After a while, students don't remember the test and have difficulty realizing how they could improve. Immediate feedback could help teachers individualize and target instruction to meet individual students' needs. Lastly, the FCAT now has many implications for my students, such as determining whether they need a double reading block in middle school. For my students that end up there, they will have 2 reading classes and no specials (P.E., art, band, choir, etc.) FOR AN ENTIRE YEAR. Currently, they only have one chance to test well enough to avoid this fate, but a more flexible, web-based assessment could allow them multiple chances to improve their score which I believe would increase student engagement and motivation. All in all, I think that this model would greatly improve on our current situation.
I really was impressed by Tim Lauer's thoughts on technology in testing. It seemed like he was directly speaking of Florida when he said, " find it interesting that in some states, rather than see that the technology provides for new opportunities, they try to fit the technology into old models such as a short testing window, testing all students at the same time, and only assessing once a year… "
In our district, the school board is trying to cut funding for technology, asserting that it does not improve test scores and increase student achievement. Of course it doesn't appear that way since we use technology to try and perform well on one paper and pencil test given within a short testing window once a year. Technology does provide for new opportunities, and it needs to come from the top.
Tuesday, April 17, 2007
the rest is silence....
i am finding it quite difficult to express my feelings regarding the recent killings at virginia tech, but i find it necessary to discuss how this event has impacted my understanding of and faith in technology. around 1pm yesterday, i heard about the shootings and visited the university's website, where a podcast from the university's president was the only source of information. as news was relayed, i was astounded at how much of an impact technology has played in connecting people about his tragedy. according to reports, students were not only informed via email but many kept up-to-date on the story through blogs, social networking sites, and text messaging. since the occurence, many podcasts have been broadcast from the university and the police to discuss what has happened. many social networking sites have had memorials created for victims and numerous pages have sprung up on the internet in memory of the victims. in the face of such a horrific event, technology has allowed many people to reach out and connect with a global human family who is overtly reaching out to support and console fellow people in this difficult time.
visiting the university's site at this time, the single podcast has changed to a plethora of resources for students, parents, alumni, and other people in light of this event. more than commnicating ideas and facilitating the spread of information, technology allows people to connect with people on a level not before possible. the april 16th memorial website illustrates a outpouting of condolences, thoughts, and prayers. podcasts and other multimedia are available at the tragedy at virginia tech page that contain excerpts from the days convocation and conferences. a series of bloglike updates convey important messages for the community regarding the tragedy. words from the university's community reach out not only to that community but the world...
"We are sad today, and we will be sad for quite a while. We are not moving on. We are embracing our mourning. We are Virginia Tech ... "
-- Nikki Giovanni, University Distinguished Professor, poet, activist
...the rest is silence....
visiting the university's site at this time, the single podcast has changed to a plethora of resources for students, parents, alumni, and other people in light of this event. more than commnicating ideas and facilitating the spread of information, technology allows people to connect with people on a level not before possible. the april 16th memorial website illustrates a outpouting of condolences, thoughts, and prayers. podcasts and other multimedia are available at the tragedy at virginia tech page that contain excerpts from the days convocation and conferences. a series of bloglike updates convey important messages for the community regarding the tragedy. words from the university's community reach out not only to that community but the world...
"We are sad today, and we will be sad for quite a while. We are not moving on. We are embracing our mourning. We are Virginia Tech ... "
-- Nikki Giovanni, University Distinguished Professor, poet, activist
...the rest is silence....
Sunday, April 15, 2007
RSS...it's EVERYWHERE
I was catching up on bills and such things, and I discovered that my bank, both my credit cards, and my savings account have RSS feeds...Really Simple Syndication is everywhere. Perhaps I never noticed it before, but I am much more aware of seeing the symbol and acronym in my meanderings of the WWW.
Even on MabryOnline.org, the principal of the school even described how it worked and how people could use it to access resources on his school's website. More than podcasts, RSS feeds can be used to aggregate blogs, newsletters, and other forms of communications between organizations and the individual.
One of my students inquired on Friday as I handed out the usual stack of flyers, "Do you think that someday we won't have paper and messages can be sent to parents using only computers?" I smiled, and we discussed the advantages of such a society and how ours seems to be headed in that direction. Over the weekend, through my research, I am starting to see how close we are. Like the founder of Wikipedia says, "the future is upon us". Technology is changing the way in which humans communicate and knowledge is disseminated. We are part of the future if we choose to be.
Even on MabryOnline.org, the principal of the school even described how it worked and how people could use it to access resources on his school's website. More than podcasts, RSS feeds can be used to aggregate blogs, newsletters, and other forms of communications between organizations and the individual.
One of my students inquired on Friday as I handed out the usual stack of flyers, "Do you think that someday we won't have paper and messages can be sent to parents using only computers?" I smiled, and we discussed the advantages of such a society and how ours seems to be headed in that direction. Over the weekend, through my research, I am starting to see how close we are. Like the founder of Wikipedia says, "the future is upon us". Technology is changing the way in which humans communicate and knowledge is disseminated. We are part of the future if we choose to be.
iLife = Real Life
Chapter 1 of The Media Equation really made sense to me and helped me to synthesize some of my thoughts regarding media. It reminded me of an IKEA commercial that I found absolutely hilarious. Watch it here. The commercial plays on the idea that the media can humanize anything, making humans feel compassion for inanimate objects and relating to them like humans.
For a long time, I have laughed at how people relate to technology like the technology is social and natural. Yet I know I have done it myself. In fact, I do it everyday. My phone says hello to me. Various computer programs welcome me back and politely give me updates. I intuitively know that these items are not real, but my behavior shows that I interact with them in a similar way that I would interact with a human. Humans interact with media in a, well, human way.
I think that the media equation, media = real life, does impact my work regarding podcasting and technology integration in my work. In designing and implementing technology, I must be aware and use my awareness of the media equation to ensure that people respond well to it. An understanding of the media equation can help me better design and evaluate podcasts and other types of media and technology.
For a long time, I have laughed at how people relate to technology like the technology is social and natural. Yet I know I have done it myself. In fact, I do it everyday. My phone says hello to me. Various computer programs welcome me back and politely give me updates. I intuitively know that these items are not real, but my behavior shows that I interact with them in a similar way that I would interact with a human. Humans interact with media in a, well, human way.
I think that the media equation, media = real life, does impact my work regarding podcasting and technology integration in my work. In designing and implementing technology, I must be aware and use my awareness of the media equation to ensure that people respond well to it. An understanding of the media equation can help me better design and evaluate podcasts and other types of media and technology.
Friday, April 13, 2007
All I have to say is "Wow".
As I tried to get back into the swing of things, I sought out some new educational podcasts, particularly from middle school since I hope to be there next year. What I found was much more than a podcast or two; it's quite possibly the most well-designed school website I have had the pleasure to peruse.
My hat goes off to the staff and students of Mabry Middle School in Marietta, GA, for their school website, MabryOnline.org. The site is absolutely AMAZING, provided so many cool and up-to-date resources for people involved with the school. I started off by watching some of their video podcasts (the school's test scores are unbelievable, by the way), but ended up reading teachers' and administrators' blogs and staring in utter disbelief at the extent of this school's use of technology in education.
In addition to having a Podcast Central with a variety of podcasts from different people and subject areas in the school, Mabry Online also has iParent accounts (cute, huh), an annual film festival for students, and much, much more. After looking through this school's site, I am reenergized to continue my integration of technology in my classroom and school.
My hat goes off to the staff and students of Mabry Middle School in Marietta, GA, for their school website, MabryOnline.org. The site is absolutely AMAZING, provided so many cool and up-to-date resources for people involved with the school. I started off by watching some of their video podcasts (the school's test scores are unbelievable, by the way), but ended up reading teachers' and administrators' blogs and staring in utter disbelief at the extent of this school's use of technology in education.
In addition to having a Podcast Central with a variety of podcasts from different people and subject areas in the school, Mabry Online also has iParent accounts (cute, huh), an annual film festival for students, and much, much more. After looking through this school's site, I am reenergized to continue my integration of technology in my classroom and school.
Saturday, April 7, 2007
The Moment of Truth
As our assignment for the week is to download and evaluate software, I figured there was no better time to dive into my first podcast. It's all about syncronicty, right?
While many of the article have toted the benefits of GarageBand 3, I decided to go with Audacity. Not only is it free, but it was recommended by CNET.com on their Weekend Project from June 22, 2005: Create your own podcast. Now the fact that this article was written in 2005 did make me feel a little behind the times technologically speaking, but I figured it was a place to start since the tutorial seemed dummy-proof. Not only does it explain podcasting in very simplistic and straightforward terms but also includes videos in case you can't follow written directions.
Since the entire experience still seems a little overwhelming to me, I am following the directions step by step. I just downloaded LAME, an MP3 encoded since this is the preferred format for podcasts. I have no idea if it will work but I am keeping my fingers crossed (even though it is pretty difficult to type).
In planning my first podcast, I figured I'd make it useful, so I am trying to do my software evaluation of Audacity as a podcast. Please wish me luck.
I'll be back after I complete the following steps....
Step 1: Break into podcasting
Step 2: Tools for podcasting
Step 3: How to plan a podcast
Step 4: Podcast-recording software
Step 5: Record your podcast
Step 6: Edit and save podcasts
Step 7: Publish your podcast
Step 8: Test your podcast feed
Apparently this should take about four hours....
While many of the article have toted the benefits of GarageBand 3, I decided to go with Audacity. Not only is it free, but it was recommended by CNET.com on their Weekend Project from June 22, 2005: Create your own podcast. Now the fact that this article was written in 2005 did make me feel a little behind the times technologically speaking, but I figured it was a place to start since the tutorial seemed dummy-proof. Not only does it explain podcasting in very simplistic and straightforward terms but also includes videos in case you can't follow written directions.
Since the entire experience still seems a little overwhelming to me, I am following the directions step by step. I just downloaded LAME, an MP3 encoded since this is the preferred format for podcasts. I have no idea if it will work but I am keeping my fingers crossed (even though it is pretty difficult to type).
In planning my first podcast, I figured I'd make it useful, so I am trying to do my software evaluation of Audacity as a podcast. Please wish me luck.
I'll be back after I complete the following steps....
Step 1: Break into podcasting
Step 2: Tools for podcasting
Step 3: How to plan a podcast
Step 4: Podcast-recording software
Step 5: Record your podcast
Step 6: Edit and save podcasts
Step 7: Publish your podcast
Step 8: Test your podcast feed
Apparently this should take about four hours....
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