Dool, Richard. Managing Conflict in Online Student Teams. (2007). eLearn Magazine. Retrieved May 8, 2007 from http://www.elearnmag.org/subpage.cfm?section=best_practices&article=36-1.
Summary
In this article, the author discusses the issue of team assignments in an online class and, specifically, how to navigate the group dynamic problems that can result. His argument is that although a team assignment is even harder online than it is face-to-face because of communication difficulties, they are necessary. Learning how to function on a team is a necessity for employment, and with increasing globalization, 'virtual teams' are becoming more common. However, some of the same problems come up in online team assignments as when students are face-to-face--the 'silent' team member, a lack of quality involvement, or accusations of plagiarism. To alleviate these problems, the key is addressing the issue before the assignment is ever given. First, the syllabus for the class needs to clearly outline the expectations for team assignments, and those assignments need to be given enough weight to show their importance. Second, students need to actively think about their role in the group before beginning--both by documenting that they understand and accept the guidelines in the syllabus and by agreeing to a team charter, which structures the group interaction. The author also recommends assigning groups, stating that conflict tends to be less in teacher-assigned groups. He also sets up team chat rooms that are monitored by the instructor so that someone outside of the group can monitor their interaction.
If group problems do arise, there are a variety of ways to deal with it, depending on the severity of the problem. Sometimes a gentle reminder to the entire class can redirect a wayward group. Other times, speaking to a specific student or group may be necessary. If things go really awry, the instructor can conference call with the group and lay out exactly how he/she expects the group to proceed. One last issue that can arise is grading. In the author's classes, team members are asked to evaluate their own and other group members' participation. If there is proof of a real discrepancy, individual grades can be adjusted.
Summary
It is interesting to think about group project issues from a distance learning perspective. Although I've seen all of the issues that this article describes in the physical classroom, I can certainly see how they would be even more pronounced in a virtual one. Trying to communicate with group members (and avoid miscommunication) becomes more difficult--and a whole host of other excuses arise! I liked the solutions that the author sets forth, particularly those that focused on dealing with conflict by avoiding it. Thinking through what you, as an instructor, really want students to do and knowing exactly what you want them to get out of team assignments is half the battle. Structured, clearly expressed expectations seem like they would be a necessity for any online assignment, but especially when you are expecting multiple people to get on the same page and work together. I also like the suggestion of the group charter because it puts the responsibility for thinking about and monitoring group behavior first on the group members. If they have to think about, and agree to, what their group plan will be, I would think they would be more likely to follow through. I may try this in my classroom!
Monday, May 14, 2007
Wednesday, May 9, 2007
Burgstahler, Sheryl. (2002). Universal Design of Distance Learning. Information Technology and Disabilities Journal 8 (1). Retrieved on May 7, 2007, from http://www.rit.edu/%7Eeasi/itd/itdv08n1/burgstah.htm.
Summary
This article provides a basic overview of how universal design principles can be applied to a distance learning environment. As more modes of delivery are utilized in a single course, it becomes more important to think about accessibility issues for both students and instructors. The author points out that instructors have not only a moral responsibility to see that everyone can access the course, but a legal one under the Americans with Disabilities Act. There are several access barriers to consider, including blindness and visual impairments; specific learning disabilities; mobility, hearing, or speech impairments; and seizure disorders. All of these conditions can affect how students are able to access online classes.
Planning for these issues before beginning a course is much easier than trying to accommodate them as the course goes along. For example, In terms of Internet communication, students may not be able to participate in real-time chat conversations because of the speed of communication involved. Therefore, instructors can choose other discussion methods like email, bulletin boards, or listserv distribution lists. Web page access can be made possible for students who have a visual impairment by creating a text alternative or by allowing students access to a text-only browser. Instructors should also test to see if the functions of a Web site can be accessed using only the keyboard. Video content should have real time captioning or, in the case of video conferencing, a sign language interpreter. Telephone conferencing presents enough issues that alternative communication avenue (like email or a chat room) may work better.
Although the principles of universal design that are discussed in the article are focused on students with disabilities, they can also make the course more accessible for those without disabilities, and so they benefit everyone.
Response
This was a good basic overview of how the principles of universal design can be applied to online courses. It brought up issues that I know I wouldn't have thought of, and made me realize how important it would be to try to address as many of those things as possible before
beginning a class so that considerations can really be taken and options put into place. Too often we don't address these things until the issue is upon us (in the form of a student in the class who can't access the content in a "standard" way), and then we scramble to make the accommodations that we can at that point. This certainly isn't in the best interest of the student, and with more articles or checklists out there like this one, it makes it easier to remind ourselves to look for ways to accommodate all students before we even begin.
Summary
This article provides a basic overview of how universal design principles can be applied to a distance learning environment. As more modes of delivery are utilized in a single course, it becomes more important to think about accessibility issues for both students and instructors. The author points out that instructors have not only a moral responsibility to see that everyone can access the course, but a legal one under the Americans with Disabilities Act. There are several access barriers to consider, including blindness and visual impairments; specific learning disabilities; mobility, hearing, or speech impairments; and seizure disorders. All of these conditions can affect how students are able to access online classes.
Planning for these issues before beginning a course is much easier than trying to accommodate them as the course goes along. For example, In terms of Internet communication, students may not be able to participate in real-time chat conversations because of the speed of communication involved. Therefore, instructors can choose other discussion methods like email, bulletin boards, or listserv distribution lists. Web page access can be made possible for students who have a visual impairment by creating a text alternative or by allowing students access to a text-only browser. Instructors should also test to see if the functions of a Web site can be accessed using only the keyboard. Video content should have real time captioning or, in the case of video conferencing, a sign language interpreter. Telephone conferencing presents enough issues that alternative communication avenue (like email or a chat room) may work better.
Although the principles of universal design that are discussed in the article are focused on students with disabilities, they can also make the course more accessible for those without disabilities, and so they benefit everyone.
Response
This was a good basic overview of how the principles of universal design can be applied to online courses. It brought up issues that I know I wouldn't have thought of, and made me realize how important it would be to try to address as many of those things as possible before
beginning a class so that considerations can really be taken and options put into place. Too often we don't address these things until the issue is upon us (in the form of a student in the class who can't access the content in a "standard" way), and then we scramble to make the accommodations that we can at that point. This certainly isn't in the best interest of the student, and with more articles or checklists out there like this one, it makes it easier to remind ourselves to look for ways to accommodate all students before we even begin.
Tuesday, May 8, 2007
Downes, Stephen. (2005). E-learning 2.0. eLearn Magazine. Retrieved May 8, 2007, from http://www.elearnmag.org/subpage.cfm?section=articles&article=29-1.
Summary
This article starts out discussing trends in e-learning--mainly the rise of 'digital natives', those who access technology differently than learners in the past. They like "on-demand" access to information and media and often navigate multiple technologies simultaneously. Thus, the phrase 'student-centered' is moving from meaning that instructors adapt for different styles of learning to meaning that students are in control of the pace and direction of their learning. The same ideas governing these learners use of the Internet--open sharing of files and information--translates to learning--active collaboration and creation of information. The author points out that this centers around how the Web has changed--it has gone from being a place where information is simply consumed to a place where it is created. He gives examples--blogs, wikis, podcasting--and says that these types of tools can help create a true community in online learning (as opposed to the more contrived, discussion-board communities of the past). Because of this, students involved in this type of learning have a more authentic experience as they have a very real audience who not only consumes what they create but can interact with and respond to it. The article ends with a discussion of areas that have yet to reach their potential--educational gaming/simulations and mobile learning. Gaming is a way to encourage learning because it involves immediate application, while mobile learning gives students more opportunities to learn and connect with others.
Summary
I liked the introductory nature of this article--since I'm still having trouble getting my head around what this 'Web 2.0' thing actually is, it was nice to have the background laid out for me simply one more time. It makes me realize yet again that the way my students see/use technology is so different from the way that I do. While both are viable, I realize the more I read that I need to accept some of these new technologies as useful, rather than just writing them off because I don't get them. Take Wikipedia, for example. ; I'll admit it--in the past, I've been a teacher that banned it as a source. My thinking was that if anyone could add to it, how could it possibly be valid or reliable? Now I'm not so sure--I see it as a much more valuable tool now that I understand it a little better. Same goes for the nature of these 'digital natives.' I laughed when the author used the term 'twitch speed' to describe the rate at which these learners expect responses and feedback. While this can be frustrating (they don't understand, for example that the online gradebook doesn't just update itself--there is work involved), I could also use it to my advantage by planning activities (digital or not) that play on their ability to access multiple sources and collaborate. However, I will say, based on our discussions in class and my own experience, there are many, many learners who can use the computer but do not have these skills. So it comes back to engaging them in tasks that encourage those skills.
Summary
This article starts out discussing trends in e-learning--mainly the rise of 'digital natives', those who access technology differently than learners in the past. They like "on-demand" access to information and media and often navigate multiple technologies simultaneously. Thus, the phrase 'student-centered' is moving from meaning that instructors adapt for different styles of learning to meaning that students are in control of the pace and direction of their learning. The same ideas governing these learners use of the Internet--open sharing of files and information--translates to learning--active collaboration and creation of information. The author points out that this centers around how the Web has changed--it has gone from being a place where information is simply consumed to a place where it is created. He gives examples--blogs, wikis, podcasting--and says that these types of tools can help create a true community in online learning (as opposed to the more contrived, discussion-board communities of the past). Because of this, students involved in this type of learning have a more authentic experience as they have a very real audience who not only consumes what they create but can interact with and respond to it. The article ends with a discussion of areas that have yet to reach their potential--educational gaming/simulations and mobile learning. Gaming is a way to encourage learning because it involves immediate application, while mobile learning gives students more opportunities to learn and connect with others.
Summary
I liked the introductory nature of this article--since I'm still having trouble getting my head around what this 'Web 2.0' thing actually is, it was nice to have the background laid out for me simply one more time. It makes me realize yet again that the way my students see/use technology is so different from the way that I do. While both are viable, I realize the more I read that I need to accept some of these new technologies as useful, rather than just writing them off because I don't get them. Take Wikipedia, for example. ; I'll admit it--in the past, I've been a teacher that banned it as a source. My thinking was that if anyone could add to it, how could it possibly be valid or reliable? Now I'm not so sure--I see it as a much more valuable tool now that I understand it a little better. Same goes for the nature of these 'digital natives.' I laughed when the author used the term 'twitch speed' to describe the rate at which these learners expect responses and feedback. While this can be frustrating (they don't understand, for example that the online gradebook doesn't just update itself--there is work involved), I could also use it to my advantage by planning activities (digital or not) that play on their ability to access multiple sources and collaborate. However, I will say, based on our discussions in class and my own experience, there are many, many learners who can use the computer but do not have these skills. So it comes back to engaging them in tasks that encourage those skills.
Wednesday, May 2, 2007
Boon, R., et al. (2006). The Impact of Cognitive Organizers and Technology-Based Practices on Student Success in Secondary Social Studies Classrooms. Journal of Special Education Technology, 21 (1), 5-10. Retrieved from ProQuest Database on April 26, 2007.
Summary
The authors conducted a study to look at the impact of using cognitive organizers (Inspiration 6) in an inclusive high-school social studies class. The two classes involved in the study included students in both general and special education. The rationale behind doing the study came from problems with traditional textbooks--the incorrect assumption of background knowledge, lack of clarity about events and relationships, and overload of information. The researchers chose to use Inspiration because of previous research that showed its effectiveness for students with learning disabilities as well as those without. The purpose of the study was to see whether technologically-enhanced organizers (Inspiration) could increase learning in a content-area class. The study used two classes--one that followed traditional textbook materials to cover the unit, while in the other, the teacher utilized Inspiration software during lectures and had students use it to outline and map the unit afterwards. Both students and the teachers involved had a small amount of training in how to use Inspiration before the study took place. A pre- and post-test was used to determine how well the material had been learned in both groups. The results showed that students using the cognitive organizers performed significantly better than those using the traditional textbook--both students with and without learning disabilities. The authors did recommend that further research with a larger sample be done before generalizing the results, they seemed confident that this software would have a positive effect in other classes as well.
Response
I chose this article because I am presenting on Inspiration in class in a few weeks, and I was curious about what research has found in terms of its effectiveness. This study made it sound promising, and did describe a use of Inspiration that I wouldn't have thought of--using an LCD projector to map out concepts during a lecture and having students take notes from that. When I first read that, I thought, yeah, but is that really using technology in a new way? Isn't it just like an overhead? But then I saw that they had the students get on the program and turn their map into an outline, which is one of the features that I really like about Inspiration. I'm not surprised that students who went through this process recalled the information more readily on a test than those who did traditional textbook work. My only question would be whether or not this same trend would continue once kids used the technology more than once--or was some of the positive outcome based on the novelty of using something new? The article referred to this briefly at the end, but didn't address it directly. But I suppose that if it's just used as a once-in-a-while resource (so students don't lose interest), it could be a great way to motivate students and help some of them organize information that would otherwise be overwhelming.
Summary
The authors conducted a study to look at the impact of using cognitive organizers (Inspiration 6) in an inclusive high-school social studies class. The two classes involved in the study included students in both general and special education. The rationale behind doing the study came from problems with traditional textbooks--the incorrect assumption of background knowledge, lack of clarity about events and relationships, and overload of information. The researchers chose to use Inspiration because of previous research that showed its effectiveness for students with learning disabilities as well as those without. The purpose of the study was to see whether technologically-enhanced organizers (Inspiration) could increase learning in a content-area class. The study used two classes--one that followed traditional textbook materials to cover the unit, while in the other, the teacher utilized Inspiration software during lectures and had students use it to outline and map the unit afterwards. Both students and the teachers involved had a small amount of training in how to use Inspiration before the study took place. A pre- and post-test was used to determine how well the material had been learned in both groups. The results showed that students using the cognitive organizers performed significantly better than those using the traditional textbook--both students with and without learning disabilities. The authors did recommend that further research with a larger sample be done before generalizing the results, they seemed confident that this software would have a positive effect in other classes as well.
Response
I chose this article because I am presenting on Inspiration in class in a few weeks, and I was curious about what research has found in terms of its effectiveness. This study made it sound promising, and did describe a use of Inspiration that I wouldn't have thought of--using an LCD projector to map out concepts during a lecture and having students take notes from that. When I first read that, I thought, yeah, but is that really using technology in a new way? Isn't it just like an overhead? But then I saw that they had the students get on the program and turn their map into an outline, which is one of the features that I really like about Inspiration. I'm not surprised that students who went through this process recalled the information more readily on a test than those who did traditional textbook work. My only question would be whether or not this same trend would continue once kids used the technology more than once--or was some of the positive outcome based on the novelty of using something new? The article referred to this briefly at the end, but didn't address it directly. But I suppose that if it's just used as a once-in-a-while resource (so students don't lose interest), it could be a great way to motivate students and help some of them organize information that would otherwise be overwhelming.
Tuesday, May 1, 2007
Sternberg, R. (2006). DISTRICTS Delivering Online. School Administrator, 63 (7), 10-17. Retrieved from ProQuest Database April 26, 2007.
Summary:
This article discussed several different K-12 school districts that have implemented some kind of distance learning program, either as an alternative or an addition to 'bricks and mortar' schools. Districts' interest in distance education came from a variety of sources or issues: students spread out across an isolated geographic area, high drop out rates, high school physical education requirements that take up a period a day, the need for more college-prep classes, a loss of students to charter schools, credit retrieval--the list goes on. Regardless of the reasons they started, there seemed to be some similar lessons to be learned from their experiences. First, funding must be worked out, and is not always what it seems. State funding differs, and some districts use distance programs to increase state revenues by boosting enrollment. Also, many districts found that buying into pre-packaged programs was helpful, but costly. Setting up clear expectation about what will be paid for with what monies helped some districts work through this issue. Another issue surrounds what kinds of students to target for these programs. One district started out targeting at-risk students, but found that many of those students performed just as poorly online, so they expanded their program to draw in students who wanted accelerated classes as well. Another district has experienced success catering mainly to students who were at-risk for dropping out. Many cited versatility for students as the biggest draw of online classes--it allows middle school students to take high school classes without the social awkwardness of actually sitting in a high school class, students who relocate to other countries to continue at their American school, sick students to keep up with classes from home, and overburdened students to free up a class period to take something else during the day.
One idea that seemed consistent, though, was that online schools cannot be modeled after their non-virtual counterparts. They are an entirely different entity, and need to be structured in a way that specifically addresses the needs of the program. Figuring out how to provide every student a computer and Internet access is a priority, and using a separate staff from the 'regular' schools seems to make a big difference. Overall, this article gave the impression that online schools open up a lot of possibilities for K-12 education that many are not yet taking advantage of.
Response
This article grabbed my attention because I know very little about how distance learning programs in high school are set up--and I still know very little about it. I kept waiting for the author to get into specifics about how these programs worked rather than just saying that they worked. I kept wondering how classes are structured, how well students in an online school do on state tests versus students in traditional schools, or what assignments and assessment look like. Those questions didn't get answered by this article. However, I did get a better picture of the reasons why schools might choose to offer online classes--a lot of which made sense to me. Allowing students to take classes at their level, whether that's middle school kids in high school classes or high schoolers taking college courses, makes perfect sense...and if students can do this without the issues of having to go to another school or sit in a classroom full of much-older students, that's even better. And even though I found the funding discussing a little confusing, I get the point that funding is available for these ventures, whether it's through a grant or a partnership with a company who provides materials.
What's funny is that even though I see all the good that the author says online schools can do for students, a big part of me is hugely resistant to the idea. Call me old fashioned, but I still have a hard time accepting that a student can receive just as good of an educational experience online as in a physical classroom. Maybe I'll feel more open-minded once I see some of the tools that are available to support these classes? We'll see...
Summary:
This article discussed several different K-12 school districts that have implemented some kind of distance learning program, either as an alternative or an addition to 'bricks and mortar' schools. Districts' interest in distance education came from a variety of sources or issues: students spread out across an isolated geographic area, high drop out rates, high school physical education requirements that take up a period a day, the need for more college-prep classes, a loss of students to charter schools, credit retrieval--the list goes on. Regardless of the reasons they started, there seemed to be some similar lessons to be learned from their experiences. First, funding must be worked out, and is not always what it seems. State funding differs, and some districts use distance programs to increase state revenues by boosting enrollment. Also, many districts found that buying into pre-packaged programs was helpful, but costly. Setting up clear expectation about what will be paid for with what monies helped some districts work through this issue. Another issue surrounds what kinds of students to target for these programs. One district started out targeting at-risk students, but found that many of those students performed just as poorly online, so they expanded their program to draw in students who wanted accelerated classes as well. Another district has experienced success catering mainly to students who were at-risk for dropping out. Many cited versatility for students as the biggest draw of online classes--it allows middle school students to take high school classes without the social awkwardness of actually sitting in a high school class, students who relocate to other countries to continue at their American school, sick students to keep up with classes from home, and overburdened students to free up a class period to take something else during the day.
One idea that seemed consistent, though, was that online schools cannot be modeled after their non-virtual counterparts. They are an entirely different entity, and need to be structured in a way that specifically addresses the needs of the program. Figuring out how to provide every student a computer and Internet access is a priority, and using a separate staff from the 'regular' schools seems to make a big difference. Overall, this article gave the impression that online schools open up a lot of possibilities for K-12 education that many are not yet taking advantage of.
Response
This article grabbed my attention because I know very little about how distance learning programs in high school are set up--and I still know very little about it. I kept waiting for the author to get into specifics about how these programs worked rather than just saying that they worked. I kept wondering how classes are structured, how well students in an online school do on state tests versus students in traditional schools, or what assignments and assessment look like. Those questions didn't get answered by this article. However, I did get a better picture of the reasons why schools might choose to offer online classes--a lot of which made sense to me. Allowing students to take classes at their level, whether that's middle school kids in high school classes or high schoolers taking college courses, makes perfect sense...and if students can do this without the issues of having to go to another school or sit in a classroom full of much-older students, that's even better. And even though I found the funding discussing a little confusing, I get the point that funding is available for these ventures, whether it's through a grant or a partnership with a company who provides materials.
What's funny is that even though I see all the good that the author says online schools can do for students, a big part of me is hugely resistant to the idea. Call me old fashioned, but I still have a hard time accepting that a student can receive just as good of an educational experience online as in a physical classroom. Maybe I'll feel more open-minded once I see some of the tools that are available to support these classes? We'll see...
Wednesday, April 25, 2007
Downes, Stephen. (2004). Educational Blogging. Educause Review, 39(5), 14-26.
Summary
This article tackles the question of blogs in education. Do blogs have a place in educational settings? Can they reach students in a way that other writing can't? If so, how can we use blogging without losing its authenticity or freedom? After giving some examples of how different schools are using blogs or blogging software, the author delves into these issues. He starts with a brief history of the blog--what used to be mainly a list of websites updated by the blogger periodically, but which has merged with the online journal to become a little bit of both. Today's blogs, he points out, are defined more by the process or format rather than content. There are five potential uses of blogs in education discussed:
1. Teachers using blogs to replace class webpages
2. Instructors having a place to help students link Internet content that relates to their courses
3. Organizing class discussions that allow all students' voices equal weight
4. Providing summaries of class readings--a "group blog"
5. Students writing their own blogs as a part of their grade for the class
The attractiveness of using blogs comes, in part, from the fact that the are easy to use and pre-formatted, so even the least tech-savvy educators or students can feasibly create one. Most hosting services are also free, and schools can receive some of the installed applications for free if they prefer those.
These positives aside, the remainder of the article discussed the issues surrounding blogging. First, if a school provides a platform for student blogs, they must then be concerned about being held liable for what students choose to post. Although blogs break down barriers and allow students to communicate with an authentic audience, they are also accessible by that same, very public audience. A related issue is raised next: "What happens when a free-flowing medium such as blogging interacts with the more restrictive domains of the educational system?" (22). There seem to be two schools of thought on this--some believe that educational blogging is not 'true blogging'. Instead, it is simply using blogging software to respond to given prompts, and it becomes too contrived. One of the keys to blogging is the blogger reflecting on his/her thoughts as he/she writes, and this can only happen if he/she has an authentic interest in the topic--not necessarily true of assigned prompts. Others say that even if it is more contrived, blogging allows students to simply write, which in turn makes them better writers, and that it's the process of blogging that is important. In this view, blogs offer the "possibility of bringing life into learning" (26).
Response
I found this article extremely interesting--as an English teacher, it has crossed my mind that blogs are a form of writing that many of my students are very interested in, but we do not tap into in class. However, some of the same questions about using blogs that I've had were raised in this piece. I like the idea of free-flowing student reflection, but if I'm requiring it, it is by definition no longer 'free'--it's forced. So I lean more toward the class discussion use--I love the idea of online discussions, though even after reading the article, I'm not totally clear on how a blog would facilitate that. If I could figure it out, though, I think it would be great--there are so many kids who are intimidated by talking/participating in class, and talking online is definitely an equalizer. I could also see using blogs like we do in this class, as a way to post responses to reading...although I think that fits into the article's category of using blogging software to complete ordinary assignments rather than 'true blogging'. But does it matter? Probably not, if it's what you want to do with it. I guess that's what I take away from this article--that there are so many options to using blogs; whether or not it's right for a certain educational situation really depends on what you're looking for students to get out of it.
Summary
This article tackles the question of blogs in education. Do blogs have a place in educational settings? Can they reach students in a way that other writing can't? If so, how can we use blogging without losing its authenticity or freedom? After giving some examples of how different schools are using blogs or blogging software, the author delves into these issues. He starts with a brief history of the blog--what used to be mainly a list of websites updated by the blogger periodically, but which has merged with the online journal to become a little bit of both. Today's blogs, he points out, are defined more by the process or format rather than content. There are five potential uses of blogs in education discussed:
1. Teachers using blogs to replace class webpages
2. Instructors having a place to help students link Internet content that relates to their courses
3. Organizing class discussions that allow all students' voices equal weight
4. Providing summaries of class readings--a "group blog"
5. Students writing their own blogs as a part of their grade for the class
The attractiveness of using blogs comes, in part, from the fact that the are easy to use and pre-formatted, so even the least tech-savvy educators or students can feasibly create one. Most hosting services are also free, and schools can receive some of the installed applications for free if they prefer those.
These positives aside, the remainder of the article discussed the issues surrounding blogging. First, if a school provides a platform for student blogs, they must then be concerned about being held liable for what students choose to post. Although blogs break down barriers and allow students to communicate with an authentic audience, they are also accessible by that same, very public audience. A related issue is raised next: "What happens when a free-flowing medium such as blogging interacts with the more restrictive domains of the educational system?" (22). There seem to be two schools of thought on this--some believe that educational blogging is not 'true blogging'. Instead, it is simply using blogging software to respond to given prompts, and it becomes too contrived. One of the keys to blogging is the blogger reflecting on his/her thoughts as he/she writes, and this can only happen if he/she has an authentic interest in the topic--not necessarily true of assigned prompts. Others say that even if it is more contrived, blogging allows students to simply write, which in turn makes them better writers, and that it's the process of blogging that is important. In this view, blogs offer the "possibility of bringing life into learning" (26).
Response
I found this article extremely interesting--as an English teacher, it has crossed my mind that blogs are a form of writing that many of my students are very interested in, but we do not tap into in class. However, some of the same questions about using blogs that I've had were raised in this piece. I like the idea of free-flowing student reflection, but if I'm requiring it, it is by definition no longer 'free'--it's forced. So I lean more toward the class discussion use--I love the idea of online discussions, though even after reading the article, I'm not totally clear on how a blog would facilitate that. If I could figure it out, though, I think it would be great--there are so many kids who are intimidated by talking/participating in class, and talking online is definitely an equalizer. I could also see using blogs like we do in this class, as a way to post responses to reading...although I think that fits into the article's category of using blogging software to complete ordinary assignments rather than 'true blogging'. But does it matter? Probably not, if it's what you want to do with it. I guess that's what I take away from this article--that there are so many options to using blogs; whether or not it's right for a certain educational situation really depends on what you're looking for students to get out of it.
Johnson, Larry and Lamb, Annette. (2007). Podcasting in the school library, part 1: integrating Podcasts and vodcasts into teaching and learning. Teacher Librarian, 34(3), 54-57
Summary:
Although this article is aimed at librarians, it also provides a basic introduction to Podcasts and how they might be used in the classroom. It explained that a Podcasts are audio files that can be viewed individually or subscribed to by the user. Video versions are called 'Vodcasts' and include a visual component. Because of the overwhelming amount of options, the article made suggestions for how to select a quality Podcast to use in an educational setting. First, look at the needs of the learner--what outcome do you want the Podcast to help students reach? Are you using it to differentiate instruction, or to supplement for all students? Like websites, it is also important to verify validity and credibility of the author when the Podcast comes from a less-than-well-known source. Educators should also check for technical, design, and instructional quality, as Podcasts vary in their offerings.
The next section of the article discussed how to use these Podcasts once a quality one has been found. If the Podcast has interactive components, students can collaborate to submit comments and gain an 'authentic audience.' Other uses involve the different types of Podcasts educators can find--current events, primary source materials, expert interviews, opinions on different sides of a debate, language lessons, virtual museum tours, or book reviews.
The remainder of the article discussed how to find quality Podcasts. The authors suggested sites like Podzinger or Podcast Directory for Educators. It gave specific suggestions for how to monitor, download, and store Podcasts. Last, the gave ideas about podcasts that might be useful for specific subject areas.
Response
Because I was still so unsure about exactly what a 'Podcast' is, let alone how they might be used in class, I really liked this article. It was very basic, but helped spark some ideas about how this technology could really work well in my English class. One of the things I've been struggling with recently is how to help students who are having a hard time with the novel we're reading as a class--they do a lot of their reading outside of class, and those kids who read way below grade level just can't keep up. After reading this article, I'm going to try to see if there's a Podcast of the novel being read somewhere that students could tap into at home. What a great resource! However, I also liked that the underlying feeling in the article was that teachers (or librarians) should really look at what they want to do with a Podcast and whether or not it is a better resource than print text before jumping in and using it. It seems like sometimes we want to use technology just for the sake of using it, without sitting down and thinking through our objectives and reasoning first.
Summary:
Although this article is aimed at librarians, it also provides a basic introduction to Podcasts and how they might be used in the classroom. It explained that a Podcasts are audio files that can be viewed individually or subscribed to by the user. Video versions are called 'Vodcasts' and include a visual component. Because of the overwhelming amount of options, the article made suggestions for how to select a quality Podcast to use in an educational setting. First, look at the needs of the learner--what outcome do you want the Podcast to help students reach? Are you using it to differentiate instruction, or to supplement for all students? Like websites, it is also important to verify validity and credibility of the author when the Podcast comes from a less-than-well-known source. Educators should also check for technical, design, and instructional quality, as Podcasts vary in their offerings.
The next section of the article discussed how to use these Podcasts once a quality one has been found. If the Podcast has interactive components, students can collaborate to submit comments and gain an 'authentic audience.' Other uses involve the different types of Podcasts educators can find--current events, primary source materials, expert interviews, opinions on different sides of a debate, language lessons, virtual museum tours, or book reviews.
The remainder of the article discussed how to find quality Podcasts. The authors suggested sites like Podzinger or Podcast Directory for Educators. It gave specific suggestions for how to monitor, download, and store Podcasts. Last, the gave ideas about podcasts that might be useful for specific subject areas.
Response
Because I was still so unsure about exactly what a 'Podcast' is, let alone how they might be used in class, I really liked this article. It was very basic, but helped spark some ideas about how this technology could really work well in my English class. One of the things I've been struggling with recently is how to help students who are having a hard time with the novel we're reading as a class--they do a lot of their reading outside of class, and those kids who read way below grade level just can't keep up. After reading this article, I'm going to try to see if there's a Podcast of the novel being read somewhere that students could tap into at home. What a great resource! However, I also liked that the underlying feeling in the article was that teachers (or librarians) should really look at what they want to do with a Podcast and whether or not it is a better resource than print text before jumping in and using it. It seems like sometimes we want to use technology just for the sake of using it, without sitting down and thinking through our objectives and reasoning first.
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