Making Field Trips Podtastic!

Image from VeganSoapBox.com

Making Field Trips Podtastic by Aliece Weller, John Bickar, and Paul McGuinness proposes an interesting component that can be incorporated into field trips.  The article begins by explaining an interactive way for students to become engaged on field trips.  Incorporating Podcasts and the use of handheld devices during field trips “allows a student to interact with museum exhibits in a guided, yet exploratory way.” (Weller, Bickar, & McGuinness, 2008, p. 19).  It explains that handheld devices allow students to get information that corresponds to the field trip through a virtual tour guide and Web access. 

The authors created this article to try and explain that using Podcasts can significantly benefit students.  Their module makes information accessible and increases student understanding and their time spent at the exhibits.  The educator can create a Podcast and keep student participation through mini quizzes.  The authors explain that they have created an easy-to-use module that uses software that is available to most teachers through their schools (such as headset microphones, digital video cameras, iTunes, GarageBand, etc.).  And the authors give examples of how this technique of Podcasting-to assist in field trips-addresses all learning styles and fosters a learning experience targeted towards student success.  This is also a valuable resource because both teachers and students can customize their learning experience. Also, the article explains that students should show their understanding of the field trip theme through multimedia projects.  The reader is also informed about specific handheld devices that can be used.  The authors continue to detail the benefits that handheld devices can provide students with, such as the ability to take digital videos, audio recording, note taking, and the accessibility of information from the Web.

            The authors wanted me to leave this article understanding that using interactive lessons via Podcasts can benefit students in numerous ways.  The authors explain that handheld devices increase interaction, student engagement, and allow students to explore beyond the direct content.  The article explains the importance of flexibility and the wide-range of subjects that this technique would satisfy.  In addition, I appreciated that the authors explained alternatives to using Podcasts or handheld devices in the classroom.  They detailed the various ways in which this module can be used including in after-school programs, by museum educators, or students can even work to make their own Podcasts.  The article ends by describing that this module is merely an extension of student knowledge and students “…would thrive on the artistic and technical elements of creating a handheld field trip.” (Weller, Bickar, & McGuinness, 2008, p. 21).

            Creating these types of modules for field trips satisfies numerous NET-S for students, which the authors discuss in the article.  Students will address NET-S 3 because they are required to gather information through Pod casts and their individual Web searches.  They will also be required to satisfy NET-S 1 because students will synthesize their information to create an original multimedia presentation. The authors also discuss that this module addresses many of the main ideas set forth by the NET-S, such as “…skills of digital literacy, inventive thinking, and effective communication.” (Weller, Bickar, & McGuinness, 2008, p. 20).  

            I enjoyed reading this article because I had never considered the implementation of Pod casts in field trips.  I agree with the authors that often times there are student who are more isolated during trips.  This seems like an incredible tool to ensure student participation.  I also appreciated the use of this module because it allows students to learn at their own pace.  Because my focus in education is special needs children, I realize the growing need to individualize education.  Podcasts and interactive tools can really benefit students of various degrees of availability.  In addition, the fact that the teacher can customize the module makes this a great tool that can work to develop each individual student.  One thing that I found myself worrying about was the anti-social nature of watching Podcasts.  Especially with children with social disabilities, using handheld devices may remove the student too far from the actual physical setting.  However, I have a feeling that if the Podcast directly corresponds to aspects of the field trip, then the use of Podcasts may actually encourage some students to share their findings in the group setting. 

My biggest concern with the use of these modules was the availability of the handheld resources or Wi-Fi.  Unless you are teaching in a very affluent community it is doubtful that the school would provide enough handheld devices for each student or that all students will have access to handheld devices.  However, if I am lucky enough to get my hands on a smaller number of handheld devices, I may incorporate the devices into group work, which would also help to alleviate some of the anti-social aspects of Podcasts.  Overall, the execution of handheld field trips may be difficult for an entire class, which is why I appreciated the alternative uses for this module that was provided by the authors.  At our current stage in education, we may have to begin implementing the use of handheld devices on a smaller scale through things like after-school activities.  But we have to start somewhere!

Weller, A.M., Bickar, J.C., McGuinness, P. (2008).  Making Field Trips Podtastic!. Learning  Leading with Technology, March/April 2008, 18-21.  Retrieved from www.iste.org

Breathing Fire into Web 2.0

            Breathing Fire into Web 2.0 by Justin Hardman and David Carpenter is a detailed account of a comprehensive collaboration tool that has been implemented in the Hong Kong International School.  The authors wrote this piece to share the benefits of this innovative system and to help persuade educators to improve their use of technology in and out of the classroom.  The authors explain that the future is in technology and if we do not incorporate technological systems into education, we are not preparing students for the “real world”.  This article details the development of myDragonNet, which takes into account all of the needs of students, faculty, and parents alike.  This system is an “all-in-one, online communication and collaboration system” (p. 19) that fosters communication, curriculum development, and documentation of achievements.  Teachers are able to easily communicate with parents, students or administrators and use this system to create custom homepages and calendars. Students create their own portfolios to show and document their achievements throughout time, where they can design it themselves to promote individuality.  Every aspect of this system is personalized and it makes curriculum and resources readily available to all.

            The authors wanted me to leave this article understanding how systems of technology help to create a learning community with substantial educational benefits.  In addition the authors stress the need for systems to constantly evolve and explain the importance of being open to new ideas and alterations.   The authors have taken the future into account in noting that myDragonNet “…is designed for future adaptation and expansion.” (p. 21).  However, I think one of the most important closing points that the authors make, is that implementing systems such as myDragonNet will hopefully help students to realize the benefits of using technology for education and documenting accomplishments, as opposed to checking posts on Facebook. 

            myDragonNet would satisfy numerous NET-S for students.  Students satisfy 1b in their original creations of electronic portfolios as a means of personal expression.  In addition students address NET-S 2a and 2d through the communication aspect of myDragonNet, where they are able to engage in forums.  Also the aspect of the system that entails curriculum has a database of resources that are available, allowing students to satisfy NET-S 3 by applying technology to gather, evaluate, and use information.  A huge aspect of myDragonNet is helping students to understand the value of technology in their education and in the lifelong learning process.  This theme satisfies NET-S 5.  myDragonNet truly highlights each NET-S through its promotion of collaboration, exploration, understanding, and communication.

            Hopefully there will be school-wide systems (like myDragonNet) that will help me to work effectively with other teachers.  In planning to be a special education teacher, I realize the great need for effective team teaching because students are often moved around and put into mainstream classes for some of the day.  Communication and lesson collaboration is also going to be an essential skill for me to have because students with special needs often have all aspects of their curriculum intertwined.  However, if there is no “all-in-one” system in the school that I end up teaching at, I did note a few things that I would like to implement in my classroom.  I think it is a great idea to have a password-protected online webpage where students can access calendars that include after-school activities.  I agree with the authors that this would help to “enable our clubs, sports teams, faculty committees, and other community groups to work together more efficiently and effectively.” (p. 20).  In addition, I think that implementing the use of electronic portfolios for students is a fantastic idea that can help students to note their own achievements.  This is a great tool because having one place where students can compile all of their work throughout time will help themselves and the teacher to track their development.  It is a way for students to take time to reflect on their hard work and be proud of themselves!

Project Tomorrow Speak Up 2009

            Project Tomorrow is a nonprofit organization that conducts the Speak Up National Research Project.  It is responsible for the publication of national surveys and details the correlations to the improvement of education.  The Speak Up 2009 National Findings gives immense insight into the role that technology plays in the lives of students and the importance of connecting it to education.  This was a very interesting article that made me begin to consider many ideas regarding the place of technology in education.  I used to believe that technology does not have as much importance in education as a paper and pencil, but the further into my career studies I go, the more I realize the need to incorporate technology into the classroom. 

            This article makes very convincing and logical points regarding technology in education.  It is explained that technology is prevalent in the world and students are constantly using technology independently.  It seems completely valid that education should include this, considering that education should address student interests and real-world demands.  I also found it important to note that as teachers, it is our responsibility to facilitate learning, which creates a pressure because it is limited by our individual knowledge base.  Technology is allowing students and teachers alike to go beyond the restrictions of the classroom. 

            It is also discussed that students are taking technology education into their own hands.  This becomes a knowledge base that students have, which is very evident in Figure 3, titled “Students are ‘Free Agent’ Learners…” (p. 6).  Because the job of a teacher involves extending upon previous knowledge and experience it seems like a waste of skills not to utilize the knowledge that students have regarding technology.  The use of technology is clearly enhancing student interest through interactions such as online games or simulations, which 18% of students use to learn on their own.  Also it helps to promote student collaboration and social interactions, which we see through the 26% of students who “sought help from other students via social network”.  Clearly not using the technology knowledge that students have may be stifling their opportunities for educational success.

            Table 2 (p. 11) expresses teacher concerns regarding the use of mobile devices in the classroom.  I greatly identified with these statistics because I agree with 62% of teachers in their concern for those students who do not have access to mobile devices.  In an area with a large socio-economic gap this may impact students’ personal growth and highlight social inequalities.  I also wondered if it would add to the distraction of students, which this table illustrates that 76% of teachers worry about as well.  I do see the importance of integrating technology into curriculum, but wonder if mobile devices would benefit some students more than others.  As a teacher, I will have to discover a way to utilize the many electronic resources that students have available, while providing equal technological availability to those students without access.  This article really helped my to look at technology use in a different light and I am interested to see how the statistics will change in the upcoming years.