There are a variety of ways to create audio and video files that can be played on iPods or other media players. Here are a few ideas:
Creating podcast content with a Windows computer:
Record a podcast on an iPod and load it into iTunes.
Record a podcast on a laptop in Audacity and export as an MP3.
Create a PowerPoint and convert it with Authorstream.
Create a video using Windows Movie Maker and use a converter such as Jodix or Zamzar.
Use SMART Notebook recorder to record a Notebook lesson and convert the .wmv file to an Mp4.
Creating podcast content with a MacBook:
Create a Keynote Presentation, record narration, and export as an Mp4. (If you do this, add a blank slide at the beginning after you record, but before you export. It’s a quirk, but necessary to get the file to play correctly on the iPod. )
Create a recording in GarageBand and export to iTunes.
Over the past several months, I have become convinced that iPods have an important role to play in the classroom, both as a tool for learning and a tool for sharing learning. Two teachers in my school each have 3 iPods that they are using regularly with their classes. My math coach and I recently received a grant to get an iTouch that will be made available for check out by math teachers. We are in the process of creating some standards-based math content, and I’ve searched extensively for online content. Here’s a short video that is a summary of a presentation I shared with principals and technology integration specialists in my district.
It’s finally spring break! Yesterday was a gorgeous day, and I went hiking with my mom. Every so often, I need a strong dose of nature to keep myself balanced and connected. I believe that connections are what matter the most…our connections to ourselves, to others, to the Divine, and to the planet. Ramsey Falls, Chau Ram Park
I was reflecting on the past week and some small successes I experienced in my efforts to facilitate changes in pedagogy in my school regarding teaching from a 21st Century perspective. After a 3rd grade teacher had a fantastic podcasting experience, another 3rd grade teacher wanted to give it a try. She asked me to get their habitat podcasts posted quickly because it would be a good way for students to study for the test. Right then she had a 21st Century “aha!” moment, and she said, “Hey, I don’t have to give them a test. I can use the rubric and grade them on their podcasts.” Authentic assessment for authentic work products…I love it! Making a connection between old expectations and new practices helped her realize that a new way of doing things would save her time and still generate the desired results.
A third grade student in another class made an awesome connection this week as well. When I use my iPod to record student podcasts, I explain to them that if they goof up, I can use Audacity to edit the recording and remove the boo-boos. That seems to relieve their nervousness about speaking into the microphone. After a recording session with me, a girl went back into her class and told her teacher that I could edit their recordings just like they edit their written work. Connections between old ways and new ways… change will happen! I hope that I’ll continue to be an agent for change in both thinking and learning…one teacher, one student at a time!
I’ve been off grid for about 2 weeks…never have time to write at school and had other obligations every night. Cool week at school though! I worked with 3rd grade students to create podcasts after they had researched Revolutionary War battles that took place in South Carolina. After completing the research, they worked in teams to write newscasts about each battle. This was a first podcasting experience for these students. They were very excited, and their teacher reported that she got much better effort with the writing because of their high motivation. In addition to all the Social Studies standards covered in this lesson, 14 state ELA standards were addressed through the course of the unit:
Analyze informational texts to draw conclusions and make inferences.
Create responses to informational texts through a variety of methods such as drawings, written works, and oral presentations.
Carry out independent reading for extended periods of time to gain information.
Use graphic features such as illustrations, graphs, charts, maps, diagrams, and graphic organizers as sources of information.
The student will use word analysis and vocabulary strategies to read fluently.
Use prewriting techniques such as creating lists, having discussions, using graphic organizers, and using literary models to organize written works.
Use complete sentences (including compound sentences) in writing.
The student will write for a variety of purposes and audiences.
Create written descriptions about people, places, or events such as those important to South Carolina history.
Use print sources such as books, magazines, charts, graphs, diagrams, dictionaries, encyclopedias, atlases, and thesauri and nonprint media to access information.
Organize information by classifying or sequencing.
Paraphrase research information accurately and meaningfully.
Use the Internet as a source of information.
Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose.
That’s the beauty of project-based learning! Multiple standards can be covered in relatively short chunks. Students spent 2 class periods researching and 2 class periods writing/revising/practicing for the podcasts. They also learned about social bookmarking as they used Diigo to locate bookmarked information. Check it out: Ms. Wayne’s Podcasts. Expressive voice was a positive, noticeable focus of student writing. To share my opinion of these student efforts, I will quote a student from the Battle of Camden newcast, “Yes, Sir-ee!”
Entries (RSS)