Why iTeach with iPods Article

I found this article very enlightening. I was aware of the entertainment abilities of the iPod but had no idea it could be used as a teaching tool or had the capacity to be used in the ways it was presented in the article. The educational uses are definitely innovative. Who would have thought that this portable device could help students develop research skills, oral skills and writing skills? Not I. It engages students and puts them in the driver's seat, allowing them to produce their own product or to continue researching from the efforts of others.

Recording presentations to be fine tuned and shared with classmates and the teacher is a great advantage. Needing a desktop/laptop with iTunes, an iTalk microphone and, of course, an iPod is neccessary to perform these tasks. Having access to a free service like yousendit.com is also convenient and helpful in sending large audio files to the instructor. Although, set up for this type of technology seems a bit complicated, it sounds like it is worth the trouble. Training is very important and a campus/district server must have an RSS file that will do ongoing updates.

The information given in this article was overwhelming. It discussed enhanced podcasts. They can contain images hyperlinked to websites using Chaptertoolme, which is also a freeware, but must be prepared by the teacher. The podcasts can be reviewed over and over again and can be stopped and started while students go into the embedded hyperlinks. I can see why using podcasting allows more class time for discussion and higher order learning activities. Students can download all the files in a certain topic at once, organized by the instructor. I think organizing podcasts by topic helps students organize their thoughts for future discussions.

There's also a notes function on the iPod, but the iPod has to be set to an external drive through iTunes. This is something I would like to explore and learn how to do. This seems like an invaluable function. Students could review and study from their iPod, anywhere they are! And using the voice notes function, through a microphone, sounds like something I would be interested in using immediately. I could read my class notes for my graduate classes, recording them and studying with them. I could even take notes as I read the chapters for this class, reviewing them at a later time. Therefore having access to them whenever and wherever I am.

The history project on the Cuban Revolution, discussed in this article, used iPods to record and analyze interviews and promoted further investigations on the topic. The advantages presented was that it created the development of a new curriculum unit at Georgia College and enabled the students to build on prior research. Another advantage to podcasts is the 24/7 availability. Confidence in reading and oral skills were developed through using iPods as well. You can repeat, re-do, revise and review your work, building better proficiency in reading and oral presentations as well as becoming more in tune with the key points at hand. This helps initiate the process of reflection. These advantages are positive, interactive, and beneficial.

I believe that using podcasting along with blogging helps students process and integrate what they have learned in their class discussions. In blogging, writing helps you recall, review, retain and process information. It makes you think and allows you to express yourself in the written word, while podcasting can help you refine your oral skills through presentations and improve reading skills. I do believe that practice makes perfect! Using these methods of technology, collaboratively, fosters an exchange of ideas between the student and teacher, student to student, and presents different aspects on the subject, while developing a unity of hybrid community learners that continue to learn together.

Needless to say, there are downsides. This article honestly exposed some drawbacks to using iPods for podcasting. Until the student has gained expertise with these functions, technical support is needed. The iTalk mike's audio quality is not great either. The instructor will most likely spend an enormous amount of time downloading information and uploading and preparing for podcasting. Training and expertise is essential to develop this method of teaching and the set up of an RSS feed is a must. The Really Simple Syndication file must be continuously updated as well. Of course, in using any technology, you must always allow for technical problems, too. However, it appears to be a learning approach that keeps the students interested, engaged and the correspondence of further learning in their hybrid community continues beyond the end of the semester.

The project, conducted by Deborah L. Vess, using iPods, created a learner-centered environment where students were continuously engaged and encouraged. Its many functions, newly known to me, assisted her in developing a community of explorers with a common goal. I agree that podcasting enriches the learning experience and is probably appropriate for some students at the high school level, and definitely at the college level. It brings a new perspective to education, and although the mike technology needs to be improved, the advantages and various uses are well beyond what my expectations where of this tiny device.

I recently purchased a video iPod for the sole purpose of entertainment, not aware of all these other functions and freeware. As a music teacher, I use it to play songs my students are learning. I am just mastering the skill of downloading songs from my CD's and from iTunes, categorizing them into my monthly units. Using the iPod, as a tool for notes, is something that has sparked my interest and I feel it will enhance my studies. I can't wait to attempt to try it. I really don't think I'm ready to delve into the very technical aspects of its other capabilities yet, and don't have a need as an elementary teacher now, but this article has brought a new awareness to the possible use of iPods as an educational tool.

Possibly, some day, after receiving my Master's degree, if I decide to teach at one of the local Colleges/Universities, I may decide to utilize some of these iPod techniques. I agree with Professor Vess, from Georgia College & State University, in the philosophy that using technology as an educational tool is worth considering, if it helps accomplish something better than I can do without it. I am thankful to the History teacher, Deborah L. Vess, who wrote this article, and to Professor N. Luongo, my graduate Reading teacher who has brought it to light. KUDOS ladies!
http://moscow.spc.edu/@@96325ddcac862207c4dcc9252ff270af/courses/1/GE-570-HYB-08FASG/content/_5395_1/why%20iteach%20with%20ipods.pdf

A BrainPop Reaction

BrainPop does have a lot of great features and covers a variety of subject areas, including music. I think it's a super site. I like the interaction, and all of its components. However, it's just under $1000.00 for a subscription. In my observation, I liked what I saw but that's a bit expensive. I think it would be worth it to invest in a school subscription, but for BrainPop and BrainPop Jr. it would cost even more. Also, in the agreement there is no guarantee that you will not catch a virus from the site either. Can a school afford to take that risk? As a future administrator, I would take that into consideration.

In this time of financial crisis I don't think my school would be willing to subscribe. I can ask, but the staff would have to buy into it for it to be beneficial and frugal. Anyway, this year's school budget has already been earmarked and spent. I think it is something to consider in the future! Music is what I was looking for, since it is what I teach, although I found the other subjects quite interesting for the student. There are workshops offered, tools, lesson plans and a newsletter for the teacher.

Not to go off on a tanget, but I really don't feel that the arts get the respect they deserve. There's more to music than music itself. In my classes, I teach academics through music. Maybe I'm an exception to the rule as a music teacher. I coordinate my lessons with the classroom teachers and help reinforce what they are learning, with developmentally appropriate lessons. I bring a different aspect to their learning.

There are songs about everything under the sun, but my CCCS are not connected to the CCCS of the academic subjects. This I do myself. It's a lot of work but I feel it's worth the effort, as long as my students benefit from it. I think they do! Making the connection relative to the student's studies gives my lessons a greater value and meaning, as well as develops them culturally.

The focus in my district this year is music and literacy. My lessons cover a lot of things involving literacy. They include the reading of words (lyrics), introducing new words that represent familiar and unfamiliar concepts, new meanings in context, dramatization, comparisons, speaking (singing), creative writing, morphemic analysis and contextual analysis, utilizing prior knowledge, cultural awareness, and listening to words, to name a few. Various skills are developed that co-exist with these strategies in my classroom as well.

I appreciate the resources available to the classroom teacher but wish there were more music resources that cater to the style in which I teach. I find them to be quite limited. Maybe there are resources that I'm not aware of, but my experience has been that it is scarce compared to the academic subject areas. Is it possible that this is an area of need that I should develop? I guess only time will tell.

http://www.brainpop.com/educators/blog/

"7 Ways to Reinforce Spelling in the Classroom"- video

http://www.teachertube.com/view_video.php?viewkey=f05d833fb61efd890006
I liked this video. It gave tips on how to build vocabulary in the classroom. Various strategies and methods given were:
1. posting words with phonetics
2. say, spell, write and draw the word
3. practice writing the words in a creative writing passage
4. Present a word with it's syllables
5. create a personal spelling journal
6. Keep parents informed of vocabulary words being learned
7. create a rule strategy which is a procedure the student will follow if they can't spell a word

These 7 tips skimmed the surface of the information read about in Chapter 5 of our text. The video promotes http://www.teachnology.com/ which sounds like another good tool for teachers to tap into. However, to use the site at it's fullest capacity, you need to be a paying member. They do offer a free newsletter. I signed up for that.

I believe that a text/book comes alive through meaning and the understanding of vocabulary. It is essential for comprehension and learning. Just to mention a few, utilizing graphic organizers puts words into perspective, dramatizing gives the word/s a sense of reality, and word play reinforces vocabulary in a fun way. I use these methods in my music class during my lessons on the various adaptations of Cinderella from different countries. We compare and contrast the stories with a venn diagram, act them out, do think alouds and reinforce vocabulary with crossword puzzles. I find the interaction and discussions, along with writing a script and performing it brings reality into the lessons and a multicultural awareness that my students can connect with. The school I teach at has students from many cultures. It brings their own experiences and knowledge to the forefront, motivates them and keeps them engaged.

The 7 tips given in the video overlap some of the techniques mentioned in our text, such as VSS, speaking, spelling, writing and drawing a word, using a dictionary to find a meaning, morphemic analysis, contextual analysis, and high frequency words. I especially liked the rule strategy created and explained in the video. It gives the student a process for being able to spell a word through their own efforts and gives them a chance to use various resources, including their peers, before seeking the teacher's help. This is student directed and is a very effective way to develop active word learners. I enjoyed the video, but find that the textbook is invaluable, clear and precise. For those reading this blog who are not in my graduate class, the textbook I referred to above is:
Creating Literacy- Instruction for all Students (2008- 6th edition) by Thomas G. Gunning.
The publisher is Pearson (Allyn and Bacon). This book is invaluable. It's a definite must have item!

Check Out Autumn Watch

http://www.bbc.co.uk/cbeebies/autumnwatch/themesong/
In my effort to find a song about autumn for my students, I stumbled upon this site. The song is multicultural and the site is more than I expected. All of the activities are about the autumn season. It teaches about nature, incorporates literacy through karaoke and read-a-long stories, contains quizzes and games and has a video with a written narration. Lots of things are printable and it even has a spot where you can send a picture and/or story about nature in your area to them. There's a vocabulary section too. Your students can print out a personalized club card, a book cover to create their own book about nature and a certificate that can be given at the end of the project. It's interactive and a great way for students to read, discover and create. This site is geared toward the elementary level student. It incorporates earth science, music, reading and writing, as well as technology skills. It utilizes multi-intelligences and can be used as a tool for differentiated instruction. You can even learn about the season as it is presented from around the world with entries from other countries. The site is generated from the UK and teaches about multi-cultural awareness also. Check it out! It's educational, fun and inviting. Enjoy!

About Starfall.com

I love this program. It's interactive and motivating. It covers a variety of skills for the young student as well as a variety of subjects. As a music teacher, I like the music section and use it with my students. It reinforces topics I teach, reviews it and uses recall as an assessment. Starfall exercises multi intelligences and serves as a good supplemental resource for all students. The emergent reader benefits, as well as a more accomplished reader. I enjoyed the multicultural stories myself. In my observation, this program covers alphabetic knowledge, phonological awareness, fluency, vocabulary, comprehension and assessment. You can use starfall to scaffold instruction and have a high frequency word list to follow up as a writing activity too. I enjoyed learning about the different aspects of this program and plan to incorporate it into my lessons in other ways, besides just the music element. It can be used as differentiated instruction for the young reader and individualizes learning, using technology. I highly recommend this program. I think it has many assets that will benefit students at different levels.

Providing Differentiated Instruction Article Critique

Reading levels and skills of students are varied depending on their exposure and interest at the elementary level. All too often, teachers are overwhelmed with this challenge. Providing differentiated instruction has become a way of life in today's classrooms. No Child Left Behind is a common denominator in the quest to reach all students at all levels, for 100% proficiency in literacy on state tests by the year 2013-2014. I am an avid believer that technology and education can assist in this quest. The resources are out there to utilize, so why not try them!!!

This article, by Adria F. Klein, is based on differentiated instruction. It discusses and provides on line resources that cater to the individual learner at their instructional reading level. The web-based collection of resources assist the teacher in monitoring their student's progress and brings a variety of reading strategies, methods and skills into the classroom that are cost efficient, interactive and creative. These web pages are a great supplement to your student's learning experiences. They are accessible around the clock, comprehensive and time savers. The Learning Pages are a compilation of websites that will motivate and improve reading skills utilizing differentiated learning. It is a suite of resources that can assist the teacher, as well as the student in different classroom settings.

Reading strategies, such as alphabetic knowledge, phonological awareness, high frequency words, fluency, vocabulary, comprehension and assessment/reflection are the key skills that students must obtain for reading success. Differentiated instruction and a scaffolding of these skills, combined with technology, is a winning combination for improving the student's reading abilities and success. They can be used to customize lessons to the needs of each student. Incorporating the Learning Pages suite into your instruction will enable your students to reach higher levels of performance in their reading and writing skills at an individual level, and keep them engaged, fostering a love for literacy.

I found the article to be very informative and I can foresee the unlimited benefits. The possibilities of using the web to supplement and enhance instruction are boundless. In the world of education, I realize that differentiated instruction and the use of technology go hand-in hand. You must afford your students all of the possibilities and opportunities available to education. This suite of resources is at our disposal and is cost effective. Download your books, get lesson plans, individualize your instruction, engage your students and provide them with the virtual experience they are desiring! http://www.readinga-z.com/research/raz_whitepaper.pdf