I am now done with my 16 weeks of unpaid student teaching, whoo hoo!

So why am I going through all this education, and expense, and long hours, all to be overworked, underpaid, and unappreciated? Oh yeah – the kids! I am definitely NOT doing this for the money, or the glory, or the “summer off.” By the time I land a full-time contract (if all goes as planned – Fall 2009) I will be reducing my annual income by approximately $20,000 to $30,000 compared to my current situation. I will be expected to defer to the biased views of parents and have to defend or justify my every word, action, or decision for fear having them misconstrued or misused. My “summer off” will be partly spent recharging my spirit since certain parents, students, and faculty (AKA succubi) can drain the soul dry over a school year. The rest of the time will be spent improving my self and my abilities in order to make next year better for my new kids. Because, this is for them – and for us. The future of our society. Tomorrow’s leaders and decision makers.

I am back from an all-expenses-paid trip to Afghanistan. I met many interesting people from several different European countries, ate a lot of European fare, drank many a cup of wondeful Afghan green tea, and walked quite a few miles.

The children there play like any other child I have seen - laughing, running, yelling, chasing, smiling… seemingly without a care outside their immediate joy. They are avid to learn! They are overjoyed to receive school supplies and are always asking for pencils or notepads. And they are so greatful for the little we are able to provide. And they are courageous. They are determined to learn no matter the level of danger in their communities. Some (mostly the younger ones) have an almost insatiable thirst for learning, others (mostly the older ones) see learning as a way to make their lives better. And when I use the term “they” or “their” I mean the whole family and not just the individual. Family is what binds their individual strengths and combined, makes each individual that much stronger. I have seen it in the fathers’ pride in their children (both sons and daughters). I have heard it in their hearty laughter and their mournful sorrow. I have felt it in their fierce attitude toward independence and their hopefulness for a better life to come.

I have also seen what we in the Western world would term “squallor” and “third-world” and “what the hell were they thinking”? But you work with what you have, or can scrounge up. There is a lot of “shanty town” feel about the outlying areas surrounding “urbania” here. Nothing is left for scrap. If it is not used, it is turned into something that can be. Metal scraps are pounded, shaped, welded, melted, or crafted for some use – to include selling at market. Wood is burned if it has no other use – as well as any other cumbustible (and sometimes hazarous) waste. Transportation is the same way. If it moves under its own power, or yours, or your animal’s, then it is likely to be on the road (along with the pedestrians). The condition (and type) of vehicle varies from barrows to busses, gas-powered cars to ass-pulled carts.

That is as far as I will go into the weeds for now, about Afghanistan. I am supposed to be “re-integrating” into my home life. So, back to my honey-do list.

ttfn

And here is the plan…

The Big Idea

Students will learn that podcasting, especially video podcasting, can be an important tool for them to use as a vehicle to express their ideas in a creative way that connects them to their learning. Through brainstorming, web-research, and reflective discussion they will answer their own question “How could video or audio podcasting help my students?”

 Objectives

Students will develop their own understanding to the question “How could video or audio podcasting help my students?” through brainstorming, web-research, and reflective discussion.

• Students will be able to use internet tools to research uses of Podcasting.
• Students will be able to post their findings to their web log
• Students will be able to show understanding of how video or audio podcasting can help students by researching, citing, and responding to a minimum of three different uses.

Motivation

Audio and video podcasts allow for simultaneous presentation of materials to any one who has access to the internet and authorization to the online materials. They also provide a creative outlet for, and personal connection with, the students. We strive for quality when the product is tied to us personally.There are three reasons why we start this course with a brainstorming activity.

1. Immediately engages students in the lesson

2. Provides an avenue for personal input from the student

3. Creates an anticipatory set for rest of lesson

Starting with brainstorming also allows the teacher to start evaluating and working on improvements from day one. Have the students use the blog on their WordPress site. Set requirements of brevity, clarity, and appropriate responses.

Teacher Preparation

• Read some of the online resources about how podcasting is used by others in education
• Decide how rigorous you will be in requiring citations, depth or scope of responses, correct spelling…
• Be sure to address the differences between whether the use is for students, parents, colleagues, or self.
• Find out your school’s Acceptable Use Policy (AUP) regarding students doing Internet research, downloading material, and copying.

Presentation

Most of the students will be familiar with podcasting and blogging. The start of this activity is to brainstorm about how podcasting could help students. Before starting the activity, explain that their answers should be short (one to three words) and their own. Provide clarification of requirements, but do not suggest answers. Questions to use should be like:

• What makes a podcast a good podcast?
• What kinds of purposes can/do podcasts fulfill that other media doesn’t (slide presentations, textbooks, or a standard recording)?
• Why do we or should we care about podcasting or any other internet media?

The conclusions the students come to should revolve around things like motivation, creativity, innovation, uniqueness, support, homework…

Activity

5 minutes – Brainstorm with the students on answers to the question “How could video or audio podcasting help my students?”  

10 minutes – Discuss similarities and possible groupings. If suggested uses do not focus on the student, categorize by who the use is for (e.g. self, other teachers, parents).  

15 minutes – Research a minimum of three internet resources to answer the question.  

15 minutes – Post citations (hyperlinked) with summary in students own words, and respond to one other summary.

Assessment

4 points – Minimum of three entries (with summaries) and one response

3 points – Two entries (with summaries) and one response

2 points – One entry (with summary) and one response

1 point – One entry (with summaries) and no response

0 points – No evidence

Closure and Lesson Extension

Reflecting on how uses of podcasting change from person to person, for the benefit of students, teachers, or parents, we will discover that it is a powerful tool when used appropriately. If allowed time, the students may research the tools required for creating their own podcast for a class project.

 Resources

• http://alexreid.typepad.com/digital_digs/podcasting/index.html
• http://web2booklet.blogspot.com/2007/03/podcasting-in-peoria-how-is-podcasting.html
• http://teachingtechie.typepad.com/learning/digital_video_and_sound_for_the_classroom/index.html
• http://edcommunity.apple.com/ali/story.php?itemID=9988
• Computer
• Projector

Vocabulary

Podcast

Blog

Internet

Encoding

Collaborate

Innovation

I just got done with a world tour of encoding and converting video files from .wmv to .mpeg to .avi to .flv! All in search of a format I could upload to my Podsite. I finally got it done, but I am geeked-out!

If there is a lesson learned here, it is “the right tool for the right job!”

“I’m tired, I think I’ll go home now” – Forrest Gump

But now I am getting better and researching some answers, or at least supporting evidence, for my question “How could video or audio podcasting help my students?” I will have some links for you to peruse that have answers to that question. Here is a recent one (16 Mar 07) By Shawn Wheeler. It is a bit of a read to get to the question answering part, but it is just past the “discussion board” link. Here is a quick list of a few podcasting uses listed on Shawn’s blog:

Recording lectures for student use

Parent and Student communication

Ongoing class discussions

Interviews

Student Broadcasts

So, my project for this weekend is to create a video podcast of how to make a video podcast. I will post this to my pod-site and we will access and follow the instructions to get everyone ready to do their own. Maybe this will move right into Scott’s agenda for the day. One note of caution: I have only went as far as I needed to find and load the software I am using. It requires that I have a licensed version of the Microsoft OS, and validates it, before I can download and run the Media Encoder.

Please post any feedback you have for my presentation in class, Thanks!

I need to get back and work on playing with the Media Encoder to hone my screencasting skills. I also think I need to do some voice work. I am tending a bit toward the monotone, and that means instant boredom for the audience. Not a good thing when my stage is a classroom.

Hey, all feedback will be read, and some info is better than none! It also might help me in get better at presentation and screencast building.