LightintheWoods

Today, I met with the Centre for Academic Technologies at the University of Regina. The topic of discussion was possibilities for, and the potential of, mobile tools and learning. In preparation for this discussion I prepared this wiki on Mobile Tools. You will find links to stories, possible tools, ideas around teaching & learning, strengths/opportunities & weaknesses/barriers to consider and a selection of related links. In the end we agreed on the importance of remaining current on these technologies and attempting to ensure that courses are designed with possibilities for mobile tools in mind.

Hopefully in the near the future we will see these tools integrated into courses as they are needed and not because mobile seems to be the latest & greatest trend or flashy gizmo. My feeling is that some students are already self equipped with devices that have the potential to expand upon their access to content and overall learning experience. It was evident that his area is ripe for experimentation and innovation, as we generated far more questions than answers. We are continually looking for models of success and ideas of sound pedagogical application, please share if you have any stories of mobile technologies and learning.

There is much more on this topic that I want to unpack and think about. As tools advance, barriers to efficient use of the tools will decrease and learners will continue to find ways to utilize the mini computers that we carry.

I have a related post on MP3 players from January that has more thoughts on possibilities for tools.

This post explores some ideas of how we can leverage mp3 players to enhance learning of the langauge. Schools try to prohibit students use of these devices, but that is the wrong approach. Innovative educators find ways to use these tools to expand their lessons. I have started to compile ideas and models of classroom use. You can be the judge as to how it will work for you. Projects involving MP3 players can be used to achieve objectoves from each of Saskatchewan’s 6 language arts strands; Speaking, Listening,Viewing, Reading, Respresenting, writing.

“12% of internet users say they have downloaded a podcast so they can listen to it or view it at a later time.” Pew Internet, 11/22/2

I have had this blog post on the back burner for little while. As a Digital Intern, I received funding from a Microsoft Partners in Learning (MPIL) Grant to purchase tools for my school. I chose MP3 Players to be part of the package. Today, I sat in on a meeting about potential classroom use of the tools. These two factors inspired this post.

Teacher’s automatically are intrigued by the idea of digitized assessment, voice recorders capture the blurbs of learning that students express in conversation. I used the recorder to record conversation during group work, reading, presenting & debating. As I walked the room I recorded student conversations, captured their responses to questions and made additional anecdotal comments. I briefly reviewed the material recorded and realized it would take a lot of time to listen to every minute again. The neat thing is that the recordings are digitized and stored as part of the students portfolio. The teachers at the school are excited about the potential of recording reading benchmarks for comparative data.

Rationale for using these tools; because our students do.

Ideas and models of classroom use of the Tool:

1. Listening to eBooks/podcasts

I have been in two conversations in the past two days in which someone has referred to a book they listened to. You need to search for free ebooks, but they are out there.

There are podcasts on many, many topics and new content added every second. Search iTunes or Juice to find podcasts that relate to the subject matter you are studying. iTunes U has a huge library of College podcasts. Educators may want to visit the Education Podcast Network to find podcasts from other educators and examples of podcasts organized by grade or subject. CBC is another favorite source for radio podcasts.

2. Take recording on the road, record learning and observations from fieldtrips. My good friend Paul had students interview one another while visiting the McKenzie Art Gallery. Listen to the podcasts at his classes blog. Again capturing the thoughts and ideas as they are expressed.

3. Create Radio Shows on a variety of topics

This could range from a strong 15 sec advertisement to a full out Sprankle Style Production. My fellow intern Joy, had her Gr 7 students create podcasts on music from different era’s. She called it “Music Through Time”. I worked with a group that studied music from the 70’s and created their version of what a radio show sounded like at that time. It should be noted that teachers need to allow time to work out the intangibles of larger projects.

4. Record the project instructions once in a while. Change up your presentation method. Record the instructions for your next assignment.

Possibilities are endless. Have students verbally record the process of a science experiment. Upload a daily language lesson. Drum with a professional. The teacher no longer has to be the only professional in the classroom.

Sharon Peters‘ grade 9 class completed a neat interview project (covering all levels of blooms taxonomy) as part of their response to a novel study on The Glass Castle by Jeannette Walls. Once scripted the students record their podcast and post to their class wiki. Sharon also pointed me pointed me to LEARN Quebec as a source for classroom ideas.

Damien Baxerica has had his high school students record dramatic readings of The Crucible. Students also learn from teaching peers with their Slidecast Presentations.

You will also find Brian Grenier’s Classroom Tech Podcasting Wiki to be a good resource for the podcasting teacher.