Enjoy my attempt at podcasting.
or http://hyperfileshare.com/d/9c9f8f06
-Emily
Sunday, November 25, 2007
First Podcast
Below is my first podcast. It is a review of class assignments and news for my sixth graders. I used this to explain a project that is due for Bible class; a listing of spelling and vocabulary to be learned for the week and I ended with a literature game "Guess the Novel". I hope to do this often, if not weekly. Right now my parents check Schoolnotes site for updates, but I like that I can expand on what I am asking of the kids.
Enjoy my attempt at podcasting.
or http://hyperfileshare.com/d/9c9f8f06
-Emily
Enjoy my attempt at podcasting.
or http://hyperfileshare.com/d/9c9f8f06
-Emily
Who Said?
I listened, this week, to “Who Said” a literature game in podcast form. http://www.whosaid.org/index.htm . The host, Amy, reads a passage from any classical literature text and you must guess the character, novel and author.
What gives this podcast life and makes it so enjoyable, is the host’s personal takes on the passage she is reading from. When a listener writes that a character sounds like a mother calling her children in; Amy adds her own memories of being called in by her parents. Amy enjoys what she is reading.
Every podcast follows the same order: she tells them the answer from the last episode, reads off those that emailed with the correct answer and discusses the passage with her own insights or information from the author. Amy then reads the next passage for the listeners to guess. Another variation I heard was when a listener, from Australia, sent in her own mp3 of a passage. Amy was then one of the guessers.
I loved listening to these episodes. The host has the personality of your favorite literature teacher. She is kind, friendly and makes you feel part of the discussion. I do need to say that of the six passages I heard, I did not get a one right. Even with my losses, I made notes of the novels and looked forward to each new episode. Amy celebrated not only those that guessed correctly, but those that tried. Along with the podcast is a discussion board of hints from Amy and other listeners. This discussion board was updated after each episode to include what the correct answer was and anything that was discussed.
I find this idea for a podcast to be fantastic. I teach sixth grade literature. This game would be an asset to my students. They would love to be part of a game where they can guess and be rewarded for knowing their literature. Having a discussion board where students can receive hints or discuss it together would keep them engaged and provide support. As the teacher, I would enjoy picking passages from the class library. It would keep my students involved and talking about class. I plan to use this in some form in the near future.
“Who Said?” is a great podcast for those that think they know literature or like hearing literature read to them.
-Emily
What gives this podcast life and makes it so enjoyable, is the host’s personal takes on the passage she is reading from. When a listener writes that a character sounds like a mother calling her children in; Amy adds her own memories of being called in by her parents. Amy enjoys what she is reading.
Every podcast follows the same order: she tells them the answer from the last episode, reads off those that emailed with the correct answer and discusses the passage with her own insights or information from the author. Amy then reads the next passage for the listeners to guess. Another variation I heard was when a listener, from Australia, sent in her own mp3 of a passage. Amy was then one of the guessers.
I loved listening to these episodes. The host has the personality of your favorite literature teacher. She is kind, friendly and makes you feel part of the discussion. I do need to say that of the six passages I heard, I did not get a one right. Even with my losses, I made notes of the novels and looked forward to each new episode. Amy celebrated not only those that guessed correctly, but those that tried. Along with the podcast is a discussion board of hints from Amy and other listeners. This discussion board was updated after each episode to include what the correct answer was and anything that was discussed.
I find this idea for a podcast to be fantastic. I teach sixth grade literature. This game would be an asset to my students. They would love to be part of a game where they can guess and be rewarded for knowing their literature. Having a discussion board where students can receive hints or discuss it together would keep them engaged and provide support. As the teacher, I would enjoy picking passages from the class library. It would keep my students involved and talking about class. I plan to use this in some form in the near future.
“Who Said?” is a great podcast for those that think they know literature or like hearing literature read to them.
-Emily
PSU Podcast
This week I listened to an Educational Technology podcast to gain insight into current classroom technology. I went to http://podcasts.psu.edu/node/324 for the podcast “What Works in Educational Technology for May 7” a podcast that encourages Penn State faculty to create podcasts in their classrooms. I found this podcast encouraging for those of us new to podcasting. Two people were interviewed extensively, Carla Zembal Saul, a professor that successfully created a podcast for her courses that gained nation-wide acclaim, and Chris Millet, the manger of advanced learning projects, the man that can is encouraging PSU staff to create their own podcasts.
Carla set up a podcast for her students on the decrease in honeybee colonies or "Colony Collapse Disorder". The podcasts were student-created interviews of experts on this problem. When asked her reason for assigning a podcast as her assessment she explained that she wanted her students to work to solve a current problem. She felt that students should create content by meeting with experts. Carla felt that making her “Honeybee Podcasts” would give the students the opportunity to share the problem with the world while also helping them to reach a higher understanding.
With her success in podcasting, Carla was asked to give advice to those starting out in podcasting. What she said, I feel sums up the feelings of many educators new to this process, “Don’t let the technology intimidate you.” That statement spoke to me. I know what I want to get out of making a podcast and I have plenty I could say to my students; but, the thought of creating my podcast is held up by my fear of the process of making and publishing it. In this class we have received many ideas for using a podcast or screen capture. These ideas are only stopped by our concerns of making and publishing what we have created. I know that once we make a few podcasts and get the hang of it, we will be confident in what we have produced. Am I the only one that has ideas for dynamite podcasts, but am fretting that I won’t be able to get them out there?
This is a fantastic podcast for those timid of jumping in. They recommend making a discussion board of those new to podcasting. It will open you up new ideas and solutions to technical problems. I hope that as my school moves into the podcast pool, we can create such a support group.
Have a great week!
-Emily
Carla set up a podcast for her students on the decrease in honeybee colonies or "Colony Collapse Disorder". The podcasts were student-created interviews of experts on this problem. When asked her reason for assigning a podcast as her assessment she explained that she wanted her students to work to solve a current problem. She felt that students should create content by meeting with experts. Carla felt that making her “Honeybee Podcasts” would give the students the opportunity to share the problem with the world while also helping them to reach a higher understanding.
With her success in podcasting, Carla was asked to give advice to those starting out in podcasting. What she said, I feel sums up the feelings of many educators new to this process, “Don’t let the technology intimidate you.” That statement spoke to me. I know what I want to get out of making a podcast and I have plenty I could say to my students; but, the thought of creating my podcast is held up by my fear of the process of making and publishing it. In this class we have received many ideas for using a podcast or screen capture. These ideas are only stopped by our concerns of making and publishing what we have created. I know that once we make a few podcasts and get the hang of it, we will be confident in what we have produced. Am I the only one that has ideas for dynamite podcasts, but am fretting that I won’t be able to get them out there?
This is a fantastic podcast for those timid of jumping in. They recommend making a discussion board of those new to podcasting. It will open you up new ideas and solutions to technical problems. I hope that as my school moves into the podcast pool, we can create such a support group.
Have a great week!
-Emily
Sunday, November 18, 2007
Flickr pictures
You can view my pictures at:
http://www.flickr.com/photos/20984542@N05/
They are mostly pictures from trips I've taken.
-Emily
http://www.flickr.com/photos/20984542@N05/
They are mostly pictures from trips I've taken.
-Emily
Tag Cloud of Cyberbullying Article
I chose to do a Tag Cloud of the Cyberbullying article.
-Emily
-Emily
academic (22) achievement (12) average (14) being (19) beta (13) bullying (127) canadian (14) chinese (15) computer (27) culture (21) cyber (86) cyberbullying (127) cyberspace (17) different (16) educational (17) factors (25) frequency (14) gender (25) grade (14) harassment (24) http (14) important (15) involved (16) journal (13) knowledge (14) less (12) li (18) likely (21) mobile (13) others (18) predictor (13) reported (28) research (29) result (20) safety (28) school (84) significant (24) strategies (18) students (65) study (35) suggests (13) table (13) times (33) traditional (21) used (13) variables (13) victimisation (42) victims (64) www (13) yes (16)
created at TagCrowd.com
Social Bookmarking
I included a few pages that will help me as a teacher of literature. I am also a movie fan and history buff and a fan of differenct cities. I found it relatively simple to set up the account and to add to the site. Students could use this to collect pages on their topic and then find new sources. I can imagine them following a trail of sites to construct a deeper understanding of what they are researching. Enjoy my page.
-Emily
Cyberbullying
Journal article “Bullying in the new playground: Research into cyberbullying and cyber victimization” from Australasian Journal of Educational Technology
http://www.ascilite.org.au/ajet/ajet23/li.html
At the start of this school year my school used one our in-service opportunities to have a speaker from the AIU present on bullying. It was on the level of “If you see. . .” or “If you hear…” My school, like many, has a “no cell phone” policy. The extent of what I see in my small school happens from person to person in verbal or written ways. If there is a nasty note, it can be found; if something is said, others could have overheard it. But what if bullying could occur through IM at home or through text messages after school?
I read the article “Bullying in the new playground: Research into cyberbullying and cyber victimization” from Australasian Journal of Educational Technology. The writer did a professional study to determine the factors that encourage cyberbullying. She looked at culture, gender, technology use, knowledge of cyber safety and academic achievement. She found culture to be the strongest point. Cyberbullying happens around the world. How the culture allows for it or encourages it, effects the rate in which it happens.
The author gave many helpful terms to explain cyberbullying and cyber victimization:
“Bill Belsey, developer of the award winning webpage http://www.bullying.org/, defined cyberbullying in his website http://www.cyberbullying.ca/:
Cyberbullying involves the use of information and communication technologies such as e-mail, cell phone and pager text messages, instant messaging, defamatory personal Web sites, and defamatory online personal polling Web sites, to support deliberate, repeated, and hostile behavior by an individual or group, that is intended to harm others.
Different types of cyberbullying were reported ranging from flaming to cyberstalking. In her book, Nancy Willard (2004) identified seven different categories of common cyberbullying actions:
Flaming: Sending angry, rude, vulgar messages about a person to an online group or to that person via email or other text messaging.
Online harassment: Repeatedly sending offensive messages via email or other text messaging to a person.
Cyberstalking: Online harassment that includes threats of harm or is excessively intimidating.
Denigration (put-downs): Sending harmful, untrue, or cruel statements about a person to other people or posting such material online.
Masquerade: Pretending to be someone else and sending or posting material that makes that person look bad.
Outing: Sending or posting material about a person that contains sensitive, private, or embarrassing information, including forwarding private messages or images.
Exclusion: Cruelly excluding someone from an online group. “
Reading this list of terms, I fear for our students today. It is one thing to fear a bully at school, another to have threats invade your personal space on the web. As their teachers we need to be aware of these threats and plan for prevention. With any form of bullying the effects on students are the following: lack of focus, fear for their safety, and a feeling of being isolated from help. We need to stay aware of possible cyberbullying and prepare students on what to do if they are cyberbullied. As a district we need to make policies on how to handle these attacks, especially how to hand it over to official authorities.
On a final note, several years ago, a local high school fell victim to cyberbullying/harassment. High school boys rated the top girls in the school sexually. Only one student was punished. The victims felt violated, but the predators felt they had gotten away. There was not a way to prove who was involved, and no way to hold anyone accountable. I don’t want this to happen to anyone else. We are teaching our students to use these new and expanded technologies; but are we prepared for the students who abuse them?
http://www.ascilite.org.au/ajet/ajet23/li.html
At the start of this school year my school used one our in-service opportunities to have a speaker from the AIU present on bullying. It was on the level of “If you see. . .” or “If you hear…” My school, like many, has a “no cell phone” policy. The extent of what I see in my small school happens from person to person in verbal or written ways. If there is a nasty note, it can be found; if something is said, others could have overheard it. But what if bullying could occur through IM at home or through text messages after school?
I read the article “Bullying in the new playground: Research into cyberbullying and cyber victimization” from Australasian Journal of Educational Technology. The writer did a professional study to determine the factors that encourage cyberbullying. She looked at culture, gender, technology use, knowledge of cyber safety and academic achievement. She found culture to be the strongest point. Cyberbullying happens around the world. How the culture allows for it or encourages it, effects the rate in which it happens.
The author gave many helpful terms to explain cyberbullying and cyber victimization:
“Bill Belsey, developer of the award winning webpage http://www.bullying.org/, defined cyberbullying in his website http://www.cyberbullying.ca/:
Cyberbullying involves the use of information and communication technologies such as e-mail, cell phone and pager text messages, instant messaging, defamatory personal Web sites, and defamatory online personal polling Web sites, to support deliberate, repeated, and hostile behavior by an individual or group, that is intended to harm others.
Different types of cyberbullying were reported ranging from flaming to cyberstalking. In her book, Nancy Willard (2004) identified seven different categories of common cyberbullying actions:
Flaming: Sending angry, rude, vulgar messages about a person to an online group or to that person via email or other text messaging.
Online harassment: Repeatedly sending offensive messages via email or other text messaging to a person.
Cyberstalking: Online harassment that includes threats of harm or is excessively intimidating.
Denigration (put-downs): Sending harmful, untrue, or cruel statements about a person to other people or posting such material online.
Masquerade: Pretending to be someone else and sending or posting material that makes that person look bad.
Outing: Sending or posting material about a person that contains sensitive, private, or embarrassing information, including forwarding private messages or images.
Exclusion: Cruelly excluding someone from an online group. “
Reading this list of terms, I fear for our students today. It is one thing to fear a bully at school, another to have threats invade your personal space on the web. As their teachers we need to be aware of these threats and plan for prevention. With any form of bullying the effects on students are the following: lack of focus, fear for their safety, and a feeling of being isolated from help. We need to stay aware of possible cyberbullying and prepare students on what to do if they are cyberbullied. As a district we need to make policies on how to handle these attacks, especially how to hand it over to official authorities.
On a final note, several years ago, a local high school fell victim to cyberbullying/harassment. High school boys rated the top girls in the school sexually. Only one student was punished. The victims felt violated, but the predators felt they had gotten away. There was not a way to prove who was involved, and no way to hold anyone accountable. I don’t want this to happen to anyone else. We are teaching our students to use these new and expanded technologies; but are we prepared for the students who abuse them?
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