Comments on: Podcast Crazy http://weblogg-ed.com/2006/podcast-crazy/ The Read/Write Web in the Classroom Thu, 04 Dec 2008 18:59:15 +0000 http://wordpress.org/?v=2.5 By: Beth Knittle http://weblogg-ed.com/2006/podcast-crazy/#comment-2266 Beth Knittle Wed, 22 Mar 2006 11:14:01 +0000 http://weblogg-ed.com/2006/podcast-crazy/#comment-2266 <a></a>I attended your presentation at the MassCUE conference, which I enjoyed very much, thank you. When I returned home I found my 6th grade daughter recording her science notes in Garageband. She figures she can listen to her notes on her iPod, she thinks it will be an easy way to study. I figure she listened in class, wrote the notes, now is reading/saying them and then will listen to them. The more ways you access and interact with the material the more likely it will stick with you. I'm not interfering. Kids seem to take it naturally. Some teachers I work with look at me like I am crazy when I mention such a thing. She was motivated by the technology to get out her notes and find a way that works for her, no teacher or parent involvment I am all for that. I attended your presentation at the MassCUE conference, which I enjoyed very much, thank you. When I returned home I found my 6th grade daughter recording her science notes in Garageband. She figures she can listen to her notes on her iPod, she thinks it will be an easy way to study. I figure she listened in class, wrote the notes, now is reading/saying them and then will listen to them. The more ways you access and interact with the material the more likely it will stick with you. I’m not interfering. Kids seem to take it naturally. Some teachers I work with look at me like I am crazy when I mention such a thing. She was motivated by the technology to get out her notes and find a way that works for her, no teacher or parent involvment I am all for that.

]]> By: Chris Champion http://weblogg-ed.com/2006/podcast-crazy/#comment-2265 Chris Champion Tue, 21 Mar 2006 20:28:20 +0000 http://weblogg-ed.com/2006/podcast-crazy/#comment-2265 <a></a>Will, I've started podcasting with my students this year in my classroom. After a rocky technological start (you really DO need a decent headset), I've really found that students respond quite well to this. Here's some of my rules for success: * Make the podcasting assignment to be done INSTEAD of some other assignment. For my class, I replaced the regular biweekly article review with a biweekly article podcast. Each student finds an article online that pertains to our class, and does a 30-second review in Audacity. * Communicate the audience statistics with students. NOTHING makes students work harder than authentic work. I have some students who normally do the bare minimum now working carefully to complete their podcast. I report my feedburner stats to students weekly if not more often. * If you can, find a few students who are willing to do the "production" end. It will make regular podcasts easier on you, the teacher. * Play the podcasts back to students. They hate to admit it, but they like hearing themselves speak, even if they sound funny. Feel free to pass on my Podcasting lesson plans and assignment for students at this website: <a href="http://www.cpavts.org/podcast" rel="nofollow">http://www.cpavts.org/podcast</a> (teachers scroll down) Will, I’ve started podcasting with my students this year in my classroom. After a rocky technological start (you really DO need a decent headset), I’ve really found that students respond quite well to this. Here’s some of my rules for success:

* Make the podcasting assignment to be done INSTEAD of some other assignment. For my class, I replaced the regular biweekly article review with a biweekly article podcast. Each student finds an article online that pertains to our class, and does a 30-second review in Audacity.

* Communicate the audience statistics with students. NOTHING makes students work harder than authentic work. I have some students who normally do the bare minimum now working carefully to complete their podcast. I report my feedburner stats to students weekly if not more often.

* If you can, find a few students who are willing to do the “production” end. It will make regular podcasts easier on you, the teacher.

* Play the podcasts back to students. They hate to admit it, but they like hearing themselves speak, even if they sound funny.

Feel free to pass on my Podcasting lesson plans and assignment for students at this website:

http://www.cpavts.org/podcast (teachers scroll down)

]]> By: Tom Hoffman http://weblogg-ed.com/2006/podcast-crazy/#comment-2264 Tom Hoffman Tue, 21 Mar 2006 16:22:53 +0000 http://weblogg-ed.com/2006/podcast-crazy/#comment-2264 <a></a>I'm surprised by this too, although I believe it. One implication is that we've had a longstanding tendency to overshoot in trying to get video in classrooms, that even with iMovie, iDVD, Quicktime streaming servers it creates too much of a technical burden in relation to the benefits, and the relative ease of audio editing and publishing is a much better cost/benefit point. I think a lot of video projects simply run out of steam after they are shot, or edited, and never get effectively published. I’m surprised by this too, although I believe it. One implication is that we’ve had a longstanding tendency to overshoot in trying to get video in classrooms, that even with iMovie, iDVD, Quicktime streaming servers it creates too much of a technical burden in relation to the benefits, and the relative ease of audio editing and publishing is a much better cost/benefit point. I think a lot of video projects simply run out of steam after they are shot, or edited, and never get effectively published.

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