lit21-article

This page includes the collaborative article reviews for An Introduction to One-to-One Computing (colisted CEDUC 542M and MTSD #665).

Remember that your article review includes these parts:
 * Checklist: format, length, presentation, mechanics
 * Rubric: APA citation, synopsis, reaction, application
 * Please keep the synopsis brief (5 sentences maximum)

Group 1 - Diane, Kat and Joellen

Weller, Aliece M., John C. Bickar, and Paul M. McGuinness. "Making Field Trips Podtastic." Learning & Leading With Technology March & April 2008: 18-21. (J. Bystol)
 * Citation:**


 * Synopsis:**

Podcasting has become an intriguing new trend in the world of education, which allow students a convenient format, delivery method and accessibility to relevant information chosen by the teacher. In this article, the Boston Museum of Science hosted a selection of students to experience a “wireless, hand held field-trip-- a mix of podcasts, student multimedia creation, Web research, and interviewing.” The supplemental podcasts encouraged students to interact with exhibits, to extend content, and link themes with those on the Web all while using a small hand held computer to receive (both visual and auditory) and respond to the information. This integration of technology tools into a traditional field trip supports national technology standards and literacy and can be aligned with state curriculum standards as needed. The goal of this technology is to help build a “scaffolding of knowledge and concepts” to give students a deeper learning experience than the traditional field trip offers. (K. Hustedde)


 * Reaction:**

I thought that the article was very interesting but I wish it had gone into more detail about how podcasting works. I am somewhat familiar with them but am willing to learn more. I liked the example they used about going to the Museum of Science and that really got me to think about all of the neat places I could have my students "visit." The article really opened my eyes to technology and how much learning takes place now a days via this method. It's amazing and our students are extremely lucky to have these opportunities. I can only hope that educators can stay on top of this evolving door of technology (J. Bystol).

I agree with Joellen that I wish they had expanded upon the idea, perhaps giving feedback from educators.. I actually went to the museum web site and found that they have a many, many podcasts http://www.mos.org/events_activities/podcasts. While it didn't state this in the article, visiting the museum site and viewing some of the podcasts would be a wonderful pre-field trip activity. I think that students would really be engaged throughout the field trip using the activities outlined in the article. In addition to teaching art, I also work and volunteer at the Milwaukee Art Museum. I know that each museum has its own rules for photography and use of electronic devices. If an educator was interested in designing an experience, like the idea outlined in this article, he/she would need to contact the museum for their policy regarding such an activity. The education department at the museum may even have a suggestion or offer to assist you in your quest. All in all I thought this was a very interesting article, offering an exciting twist on the traditional field trip. (D. Berndt)

As my group members stated above, all and all, this was an informative and potentially applicable article to all our fields. I too wished that the process in creating the podcasts and the final product were fleshed out a bit more, although the article's goal seems to be aimed at linking podcasting to field trips not just podcasts themselves. I wonder if museums will have hand-held computers available to rent like they currently have audio devices? Then both the museum and participating educators could create podcasts for both students and the public. (K. Hustedde)


 * Application:**

As an art teacher, I can see tremendous potential for the incorporation of podcasting into a field trip to an art museum. Students could be prompted to explore different works of art and be told and shown interesting historical or supplemental facts about the different images and the artists that create them. Audio tours are already available at most art museums, and I can imagine a podcast would add yet another layer of interactivity and meaning to the content, and provide art students with a new method of exploration in the galleries. Unlike a teacher guided tour, students could proceed at their own pace and be encouraged to take responsibility for their own learning. Incentives might need to be in place to help them along, but I could see possibilities in the outcome. As the article states, it would be work to prepare, but surely podcasts are an applicable approach to learning using a new technology. (K. Hustedde)

As a Family and Consumer Education teacher, I can also see the potential that virtual field trips could have on students and learning. There are many places that I would love to take my students, but living in Wisconsin limits us. There is so much knowledge out there about food and nutrition that could really support my program. Students love to explore new things and they love to learn from other avenues so I would be very intrigued to go on a virtual field trip with my students. I also feel that using this type of technology allows all learning styles to function at their highest level. Students can work at their own pace and can really take in what they are learning. I don't always think that when students go on field trips that they learn as much as they are suppose to because they are more focused on socializing with their friends. Podcasts are a new thing to me and it would be a lot of work but one that is beneficial and one that can always be tweaked if needed. The future is holding many new and creative things for us to use as teachers and students and that excites me! (J. Bystol)

As an art teacher and also an art museum docent and employee, I found this article to have some great ideas. I love taking my art students on field trips. Before I will take my students on a field trip, I always have some pre-field trip activities planned. My students are always well prepared before a field trip. During the field trip, I always have drawing assignments and activities planned to engage the students. When we return we always have an art assignment/project that is directly related to the field trip. I envision taking this a few steps further and developing a podcast component for a field trip. (d. Berndt)

Currently at the Milwaukee Art Museum, they have a program for 3rd through 5th grade students called the Jr. Docent Program. During 3rd and 4th grade, students tour the museum with a docent and learn about the collection. During 5th grade, they select a work of art, make a replica of that piece and then present it to their classmates and family during a Jr. Docent Graduation program actually held in the galleries. I could see this idea being carried into middle school - perhaps as a “Young Curators” program. On a field trip, students could take digital images of artworks and create a virtual museum, or an exhibit. They could create a podcast about their selections to share with their classmates. Some venues may not allow photography, or have rules about photography, so the teacher would need to investigate this in advance. I could even see this being something that we could share between the two middle schools. They are many other applications for this model of learning. I think it is very exciting. (D. Berndt)

Group 2 - Evan and Julie


 * Reference:**

Brinkerhoff, J. & Bowdoin, S. (2008, May). Talking books: using multimedia to support learning and literacy. Learning & Leading, 35, 38-39.


 * Synopsis:**

Talking books are books developed electronically that incorporate animation, graphics or sound. This particular article discusses using PowerPoint to develop the books. There is also a website available: www.talkingbooklibrary.net. Talking books can be either teacher-developed or student-developed or both. Sample instructional books are available on the site. Teachers need to decide their purpose in developing these books. It could be to document a class trip, create a format for creative writing, teach a new concept, etc. The article gives several suggestions on how to begin the process, like using storyboards to develop the text or tips for saving images.


 * Reaction:**

Talking books could be a really great tool if developed well and used with a purpose. If they are just developed as a final project and put away, they may not be worth the time, and time could be a serious consideration for this type of project. The authors suggest using these books to assist ESL students or special needs students in pre-teaching or re-teaching particular content information. The talking book has particular usefulness when it comes to young readers or struggling readers of other ages who need to learn the material but struggle with decoding. Being able to listen to the material and read it could help to increase their overall comprehension. The authors could have given some more examples of practical application. The article was a little sparse overall and left the reader feeling that talking books are a bit of a gimmick instead of a purposeful instructional opportunity.


 * Application:**

Talking books could be used to help absent students get caught up. These books could be a good tool for building necessary background knowledge. For example, if the class is taking a museum field trip and needs to build their schema on the exhibits they will see, a talking book might be a positive addition to the class website so students have access to the material at any time. And, because the text is spoken, struggling readers can participate as well. Also, if a class with older students has a partnership with an elementary classroom, the older students could develop a talking book with the younger student, which could help the younger student have more opportunities to write creatively. Students could also use talking books as a culminating project for independent study. They could present their talking books to the class or have students read their books in order to learn the new material. Talking books could become a technical form of a jigsaw, where students are responsible for reading different parts of a text and then sharing/teaching that part of the text to others who have not read it.

Group 3 - Shayla, Megan, Summer and Tom


 * Reference:**

Bergmann, J. & Sams, A. (2008-2009, December/January). Remixing chemistry class. Learning & Leading with Technology, 36, 22-27.


 * Synopsis:**

"Remixing Chemistry Class" proposed a new way to deliver lecture content by podcast or vodcast (video podcast). With some basic presentation tools and software the class lectures included diagrams and examples as if the students were right in the room with a teacher working at a smartboard. Prior to class students were required to view the vodcasts and class time was then freed up for labs, student questions, and study group activities which normally took place as homework. The teacher could better meet the needs of the students by being more available to assess students' level of understanding and focus more on student learning, rather than monopolizing class time to deliver content. This methodology also lended itself well to serving the needs of absent students or teachers, to get or give the lesson in a quality and paced manner. (T. Griesemer)

 Bergmann and Sams (2009) podcasting lesson plans seems revolutionary, but I will be interested in viewing their future results. The students’ accountability could be challenging, especially when confirming students’ time spent on the podcast. However, the capacity for students to replay the lesson would be extremely beneficial for those who need additional time on a concept. With in the science curriculum it is difficult to cover all of the material, so the podcast is appealing for the discussion and allows for more individualized attention. (Hornbeck) **
 * Reaction

I believe that vodcasts could be very beneficial in our current science classes. I'm sure everyone can agree that on a daily basis, we have at least 5 students missing class per day. Most of these days being important lab days that the students are missing out on. Then we have to worry about the students making up the labs during alternative times or missing out on the hands-on experience and only taking notes from a friend. With the use of vodcasts, the experiments or labs could be recorded allowing the students who missed the lab an opportunity to at least view what happened during the lab. I feel that students better when they are engaged in meaningful learning during hands-on activities and are really missing the importance of concepts when they miss a lab because of an absence. However, with the use of vodcasts, the students will still be able to view the acutal lab and partake in meaningful learning instead of just copying some notes. I also like the idea of vodcasting a lecture instead of just lecturing to the students. This will allow for more time, elaboration, and reflection on the labs that are done in class. (Wesoloski)
 * Application**

Group 4

Group 5

Group 6 Sara Kemp "The AV Club the Next Generation." Technology and Learning May 2009. 1 Apr. 2009 .
 * __Reference__**:

__**Synopsis**__: This article tells the story of how a teacher in Florida met the technological needs of students in the twenty first century using Creative Suite (CS2). They had students create a company identity working with a local Art director from an advertising agency. They created a logo, letterhead, business card and website. As upperclassman they are taught about industry careers and essential interview skills. Fourth-year students will take broadcasting classes while filming their senior year for a DVD that will be bundled into the yearbook.

The next project that this article covers is podcasting, Skyping and other Web 2.0 tools. Teachers provide a framework for kids to be creative, show what they know and live up to his high expectations. Forcing students to think outside the box is essential because colleges and employers want those types of thinkers. Our goal is to prepare young people for their future, not our past.

The success teachers have been experiencing with Web 2.0 accounts is that if gives students an audience for their work. They have been quite surprised by the reach of the digitally published student artifacts. Much of this work is two years old and is still online being viewed by other people.
 * __Reaction__**:

Whether using video, web publishing, Web 2.0 tools or image manipulation software teachers see a huge difference in her students’ comprehension and enthusiasm.

This project is a true integrated project that I could use in any Social Studies time period.
 * __Application__**: I really enjoyed Charles Taft's Civil War Lesson Plan from University School in Milwaukee, Wisconsin. He brought so much real life learning into the classroom with giving each student a civil rights leader. The students used google docs to collaborate, Ning for a social networking site being that character and posting articles, student-made videos and images. They posted the movies on you tube and received positive and negative feedback from the general society. This provided a real teachable moment for students to find out how they could do better.

Group 7