Group2 Technologies - Images, video and audio tools.
This group of ICT tools are part of an effective multimedia group used on line. These ICT learning tools primarily enhance learning through combining of audio and image with texts.Video sites such as You Tube and Teacher Tube are widely used examples today. (Fasso 2013)
A “podcast”as defined by Vincent (2009) has an audio or video file that can be accessed on the web and can be catalogued and down loaded. Podcasts that include audiovisual material are sometimes called "vodcasts".
Podcasts
A “podcast”as defined by Vincent (2009) has an audio or video file that can be accessed on the web and can be catalogued and down loaded. Podcasts that include audiovisual material are sometimes called "vodcasts".
Podcasts
can be downloaded to computers and MP3/MP4 players such as Apple iPods or even
mobile phones. Once downloaded, users can view/listen to a podcasts required.
An introduction of to podcasts is highlighted on the teacher tube website. http://www.teachertube.com/audios.
PMI'S for podcasts
Positives:
- set out revision and homework tasks;
- facilitate self-paced and distance learning;
- assist students with reading difficulties or other disabilities
- deliver assignments
- present news and interviews
- utilised in sound recordings or for an educational movie
- provide foreign language lessons to students
- story telling/performing music becomes an interactive process for students
- facilitates recording of student lessons /lectures
- hard to record lessons when there is significant of classroom interaction and background noise
- video quality can be poor
- the internet /web is a public forum and anyone can publish information.Thus teachers need to monitor what the student is viewing and listening to as it may be inappropriate.
- the volume of podcats is extensive on the web and this information could be overwhelming/time consuming for teachers /students in trying to find suitable material and post it.
- designing a class project or school radio using podcasts would be motivating and interesting for students.
- podcasts on the web that are utilised for ESL learning.They incorporated advanced vocabulary and subject related matters.
Personal Experience of Podcasting
In undertaking this ICT assessment item, I made an attempt to create my own podcast by logging onto the podomatic.com free download and created an account. I followed the instructions and got my first episode published. However after playing my first podcast I heard nothing. (Refer to Exhibit A)
Thus due to technical errors (my microphone isn’t working) I was unsuccessful. I decided to include this experience in my reflections, as it was personally reinforced through this exercise that as a teacher I need to ensure I am conversant in using the ICT tool, before introducing it in a classroom setting. Before presenting the course subject, I would undertake a practise run to minimise the risk of the equipment or the operator encountering difficulties.This would also be important to convey the message to students that as a teacher using this digital technology is an achievable and positive learning experience.
Safe and Legal Practice Ethically on line
Instructional sheets for schools are available on a range of web sites.This particular link was user friendly and informative.
Teacher created podcasts
Vincent (2009) asserts that teacher-created
podcasts may include copyright material owned by the school or relevant
Educational Body (Education Department, Association or Diocese), as well as
copyright material that is owned by third parties.
As
mentioned, podcasts may also include copyright material that is owned by third
parties. Teachers may still be able to include this material in a podcast
depending on whether:
- the copyright owner has given permission;
- a statutory exception applies, such as for fair dealing, flexible dealing or another statutory exception;
If a
teacher is making a teacher-created podcast available on the Internet or
intranet and that podcast includes copyright material that is owned by third
parties, the podcast should only be able to be accessed by staff and students.
Student created podcasts
Student created podcasts
Vincent (2009) highlights that student
created podcasts may include copyright material owned by the student, school or
relevant Educational Body, as well as copyright material that is owned by third
parties.
If
material in a podcast is created by a student then the copyright in that
material will be owned by the student. The student can make any use of that
material they require. However, if the school wants to use that material, it must
obtain the permission of the student.
On the exploration of on line materials for podcasts the following websites were informative and would be helpful in being part of the toolkit for my teaching role;
On the exploration of on line materials for podcasts the following websites were informative and would be helpful in being part of the toolkit for my teaching role;
Teaching Context
In the learning environment, I would perceive that podcasting would be a very useful tool for disseminating course material.
The purpose and value of scaffolding with learning theories such as De Bonos Hats and Blooms Taxonomy would then facilitate students to explore the course subject further. In the classroom I would assist students to explore what they know on the course subject and what they have learnt, which reinforces higher level thinking skills and assists the transformation for enhanced learning.Podcasts have been compared to vodcasts and vokis and yes I agree students may find a voki's more engaging and stimulating.
On reflection and consideration of learning styles of students and podcasts, I feel podcasts would be a powerful tool for a diversity of learning styles -visual /verbal auditory /active/reflection and global learners.
Felder
and Silverman (1988) confirm that students translate and process
information in a diversity of ways: by seeing and hearing,reasoning
logically reflecting and acting and analysing. The teaching methods in
the classroom also differ significantly.While a number of teachers use a
lecturing style of teaching, others demonstrate or lead students to
self-discovery; some focus on principles and procedural methods etc.
Felder and Silverman (1988) clarify that when students learning styles are not compatible with the teachers lecturing style , the students may become disinterested, have negative results on examinations and get discouraged about learning. In order to
work through these issues,teachers should strive for a balance of
teaching methods to incorporate the diversity in learning styles.The use of ICT/digital technologies is beneficial in assisting this process.
On reflection of my own learning style,and after undertaking the Feldon and Solomon online questionnaire, I was primarily a visual learner, thus observing video podcasts was an and interesting and informative experience.
My example of a podcast:
http://shellhuxtable.podomatic.com/entry/2013-04-07T23_21_34-07_00
References
Vincent .T (2009) Podcasts for students and teachers. Retrieved from
Vincent .T (2009) Podcasts for students and teachers. Retrieved from
Simoneuni(2008) May 13 Kust another wordpress(Weblog Post) Retrieved from
http://simoneuni.wordpress.com/2008/05/13/the-benefitsdisadvantages-of-postcasting-in-lessons/R.M. Felder and L.K. Silverman (1988), "Learning and Teaching Styles in Engineering Education," Engr. Education, 78(7), 674-681 (1988).
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