Thursday, October 21, 2010
Thursday, October 14, 2010
Educational Philosophy Statement
As children we have many goals and dreams. Eventually, the time comes when we have to make a career decision based on our interests and goals. The choices that we make now will have a lasting effect on our lives. Like most college students I have explored many career options, but I am always lead back to the education field. Teachers have a very difficult job because they have the power to shape and inspire our future nation. Although that can be an intimidating and often scary thought, it also gives me inspiration to move ahead in pursuing my goal of becoming a teacher. I have always had a passion for children. There is nothing like watching a child grow and watching their mind expand as they learn. Teachers play such an important role in a child’s life. They are often the only one who is there to encourage and support them. If I can make a difference in only one child’s life, then I will have fulfilled my purpose of becoming a teacher.
The overall purpose of education is not only to teach students about the set curriculum, but also to teach them to be individuals and creative thinkers. As a teacher one has to go farther than just to teach, you are a role model, a doctor, and most importantly while still having control you are a friend. I feel education is important because as a society we need to learn and grow from what we know. In today's society, a person without an education cannot make a name for them, and cannot get ahead in the world. Education is there to teach us about the past and prepare us for the future. Education is a leading part of our lives, and needs to continue to be.
To be a successful educator, it is imperative to understand the nature of students. Due to the great diversity in American schools today, I believe the teacher must try to discern each student as an individual, rather than making broad generalizations of each class. Every person has a different style of learning, such as auditory, visual, or kinesthetic. Also, students have differing ability levels and interests. These facts make an educator’s task much more difficult, because what teaches and motivates some students does not work.
I believe that education extends far beyond the classroom walls, and involves many more people than students and teachers. People should be learning wherever they go, and should continue learning long after they’ve graduated from high school or college. Education isn’t something that can be quantified with tests or report cards, but is instead something that people carry with them. It’s a survival pack for life, and some people are better equipped in certain areas than in others. People with a solid education are prepared for nearly anything, as they will be able to provide for their own physical, emotional, and aesthetic needs.
Differentiated instruction is a way of thinking about teaching and learning. It means using a variety of instructional strategies that address diverse student learning needs. It places students at the center of teaching and learning and student needs drive instructional planning. Differentiated learning is a way to enhance learning for ALL students by engaging them in activities that respond to particular learning needs, strengths and preferences. Realization that learners vary in their readiness, interests, and learning is crucial to student success. It is very important that students of diverse cultural backgrounds have a variety of instructional strategies to foster education and learning. It is great to have a melting pot effect but at the same time everyone is different and these differences must be addressed. Understanding this point, educators then work towards mastering the same themes and skills in their classroom but utilize different content, strategies, and products to achieve the curricular goals. If everyone is taught at the same level using the same strategies then education becomes robotic and mechanical.
Both teacher and student success can often be traced back to the ability of the teacher to effectively manage the classroom. Research shows that effective classroom management and organization during the first few weeks of class are crucial in determining expectations, behavior patterns, and procedures that will set the tone for the rest of the year. Effective classroom management is essential in maintaining an organized, and civil classroom. You want students’ to develop an understanding of mutual respect by making expectations clear, and providing written ideas of how the classroom should be managed. The keys to effective classroom management are; organization of procedures and resources, a well arranged classroom environment, monitoring student progress, anticipating and handling classroom problems, and designing an effective learning center. By providing these management skills in the classroom you will clearly and effectively manage any classroom, and go above and beyond expectations.
The educational system in the United States has gone through many changes over the last century. These changes are a part of a constant movement toward educational excellence for every child in this nation. One of the most recent acts placed on public school systems by the government is to create more accountability for schools in order to ensure that all children are receiving the proper education. Part of this mandate is that public schools will require students to take tests in order to gather information about their academic achievement. Although educators and administrators claim that the mandatory ability testing programs being initiated in America’s public schools will hold students and teachers accountable for academic achievement, these programs are really causing more problems than they are solving them.
The overall purpose of education is not only to teach students about the set curriculum, but also to teach them to be individuals and creative thinkers. As a teacher one has to go farther than just to teach, you are a role model, a doctor, and most importantly while still having control you are a friend. I feel education is important because as a society we need to learn and grow from what we know. In today's society, a person without an education cannot make a name for them, and cannot get ahead in the world. Education is there to teach us about the past and prepare us for the future. Education is a leading part of our lives, and needs to continue to be.
To be a successful educator, it is imperative to understand the nature of students. Due to the great diversity in American schools today, I believe the teacher must try to discern each student as an individual, rather than making broad generalizations of each class. Every person has a different style of learning, such as auditory, visual, or kinesthetic. Also, students have differing ability levels and interests. These facts make an educator’s task much more difficult, because what teaches and motivates some students does not work.
I believe that education extends far beyond the classroom walls, and involves many more people than students and teachers. People should be learning wherever they go, and should continue learning long after they’ve graduated from high school or college. Education isn’t something that can be quantified with tests or report cards, but is instead something that people carry with them. It’s a survival pack for life, and some people are better equipped in certain areas than in others. People with a solid education are prepared for nearly anything, as they will be able to provide for their own physical, emotional, and aesthetic needs.
Differentiated instruction is a way of thinking about teaching and learning. It means using a variety of instructional strategies that address diverse student learning needs. It places students at the center of teaching and learning and student needs drive instructional planning. Differentiated learning is a way to enhance learning for ALL students by engaging them in activities that respond to particular learning needs, strengths and preferences. Realization that learners vary in their readiness, interests, and learning is crucial to student success. It is very important that students of diverse cultural backgrounds have a variety of instructional strategies to foster education and learning. It is great to have a melting pot effect but at the same time everyone is different and these differences must be addressed. Understanding this point, educators then work towards mastering the same themes and skills in their classroom but utilize different content, strategies, and products to achieve the curricular goals. If everyone is taught at the same level using the same strategies then education becomes robotic and mechanical.
Both teacher and student success can often be traced back to the ability of the teacher to effectively manage the classroom. Research shows that effective classroom management and organization during the first few weeks of class are crucial in determining expectations, behavior patterns, and procedures that will set the tone for the rest of the year. Effective classroom management is essential in maintaining an organized, and civil classroom. You want students’ to develop an understanding of mutual respect by making expectations clear, and providing written ideas of how the classroom should be managed. The keys to effective classroom management are; organization of procedures and resources, a well arranged classroom environment, monitoring student progress, anticipating and handling classroom problems, and designing an effective learning center. By providing these management skills in the classroom you will clearly and effectively manage any classroom, and go above and beyond expectations.
The educational system in the United States has gone through many changes over the last century. These changes are a part of a constant movement toward educational excellence for every child in this nation. One of the most recent acts placed on public school systems by the government is to create more accountability for schools in order to ensure that all children are receiving the proper education. Part of this mandate is that public schools will require students to take tests in order to gather information about their academic achievement. Although educators and administrators claim that the mandatory ability testing programs being initiated in America’s public schools will hold students and teachers accountable for academic achievement, these programs are really causing more problems than they are solving them.
Concept of Curriculum Developement
(illustration)
Reflection of Education represents the four facets of education as the points of a star. The four facets include Curriculum, instruction, assessment, and standards. The four-pointed star symbol in Christianity is usually styled to resemble a cross. Also known as the Star of Bethlehem or natal star, this star represents both Jesus' birth and the purpose for which he was born. It is used especially for church decoration during the Advent and Christmas seasons. Each point of the star is made up of four identical segments. The four facets of education is the “four-pointed star” to illustrate the correlation for the concept of curriculum development.
From the star of curriculum development is a reflection. The reflection of curriculum development can be seen in our students thus depicting a star filled with students. I began with a star to symbolize that each of the four elements of education were equally important. Our students are then reflected below as a result of properly aligned curriculum, instruction, assessment, and standards (Loertscher and Rosenfeld, 2007).
What does it mean to align curriculum, instruction, and assessment to standards? According to Roach, Niebling, and Kurz (2008), “Alignment has been defined as the extent to which curricular expectations and assessments are in agreement and work together to provide guidance for educators’ efforts to facilitate students’ progress toward desire academic outcomes.” It means to align the content, assessment and instruction provided to the students. Curriculum alignment means assuring that the material taught in the school matches the standards and assessments set by the state or district for specific grade levels. It is a way of "mapping" the curriculum onto the standards to be sure that the school is teaching the content that is expected (Loertscher and Rosenfeld, 2007). Most states use a test to assess student mastery and meet federal accountability. The schools should align their curriculum with the content of the test to assure that students have studied the required content before taking the tests. This is mapping the students course to meet the end result.
To begin curricular mapping many schools conduct a curriculum review. A Curriculum Review involves four steps. First, teachers begin by aligning individual course curricula to the standards. Then the departments or grade level groups fill out an Alignment matrix showing how the standards are being met in each course curriculum. Then based on the alignment work, course outlines are created by groups of teachers of a common course curriculum. Once this is completed the information is used to prepare school, grade level or course outlines that are vertically aligned.
By conducting an effective curriculum review, school personnel are able to find out what is being taught and if it is consistent between teachers in a building and among teachers within a district. Another benefit of conducting a review is that it aligns key concepts identified in the curriculum to state and district standards to determine gaps and overlaps will ensure that it is coherent across the grade levels and courses. Finally, the review finds out the instructional approaches that teachers are using and how they students are learning. Teachers should provide opportunities for all students to learn.
While many school districts have formally aligned their adopted curriculum with mandated content area standards, it is up to the teacher to make those alignments an actuality on a daily basis. When planning, consider whether or not the benchmark is one that is being mastered, reinforced, or introduced at this grade level.
Standards or benchmarks may be combined into single lessons if the skills overlap or show relevance to one another. For example, social studies standards related to understanding the purposes of government may be combined with language arts standards on composition, text structure, and mechanics. Then the students could be given an assessment in the form of an essay on the three branches of federal power. Standards and benchmarks are typically written using action verbs that provide themselves well to numerous measurable instructional objectives.
Drake (2010) recommends that lessons built around measurable objectives are more focused and instructive than those that are simply planned around an activity. Standards and benchmarks serve as the groundwork for measurable objectives because they include active verbs that specify skills, which then become the basis for planning teacher instruction, guided practice activities, and related assessments.
Case in point, if the curriculum calls for the reading of a particular picture book, standards may cover skills such as identifying unknown words, predicting, and summarizing. The teacher should choose the standard that fits the lesson purpose and then rewrite them as instructional objectives that can be measured. This should be followed by specifying the students’ preferred behavior or skill, the circumstances under which the behavior will occur, and the degree to which students are expected to perform the behavior.
The previous example will aid the teachers in differentiating the instruction. According to Lawrence-Brown (2004) differentiated instruction can enable gifted students and students with severe disabilities an opportunity to receive an appropriate education in inclusive classrooms.
Instructional planning involves teachers harmonizing curricular topics with the knowledge and skills mandated in content area standards and related benchmarks. Aligning the district curriculum with state standards will allow teachers to build meaningful lesson plans and to collect relevant assessment data. Teachers who begin their planning with the appropriate standards can resourcefully focus their instruction directly on what will be assessed, without having to "teach to the test."
The incorporation of instructional standards into everyday planning can seem intimidating to teachers, but it does not have to be. When beginning with the mandated standards and benchmarks, teachers may be sure that their students are getting the practice and reinforcement they need to be successful on both state and district assessments, as well as classroom evaluations.
The grade-level or subject area curriculum brings together standards with themes or subject area topics in an orderly sequence alongside instructional methods that give students sufficient opportunities to learn content and skills. Standards curricula must be rigorous and worth doing.
Benefits of effective curriculum development according to Hosen (1975) include improved student performance on standardized tests, better communication and collaboration among teachers, and letting teachers know how their instructional decisions contribute to students' overall learning. These benefits can all be seen in the reflective star of my representation.
States, districts and schools have distinct responsibilities. Each state department of education sees that state tests are aligned with state standards and state curriculum frameworks. The district writes or adopts a curriculum that is aligned with state documents, supports teachers in delivering it and monitors implementation and results. The school provides teachers opportunities for review of curriculum documents, alignment of instructional strategies and classroom assessments to meet state standards, and relevant professional development.
ReferencesLoertscher, D., & Rosenfeld, E. (2007). Creating Standards-Based Integrated Curriculum: Aligning Curriculum, Content, Assessment, and Instruction, 2ND ED. Teacher Librarian, 34(5), 51-52. Retrieved from Academic Search Premier database.
Hosen, R. (1975). The Value and Design of an Effective Social Science Curriculum. Education, 96(2), 129. Retrieved from Education Research Complete database.
Huebner, T. (2010). Differentiated Instruction. Educational Leadership, 67(5), 79. Retrieved from MAS Ultra - School Edition database.
Lawrence-Brown, D. (2004). Differentiated Instruction: Inclusive strategies for standards-based learning that benefit the whole class. American Secondary Education, 32(3), 34. Retrieved from Academic Search Premier database.
Roach, A., Niebling, B., & Kurz, A. (2008). Evaluating the alignment among curriculum, instruction, and assessments: Implications and applications for research and practice. Psychology in the Schools, 45(2), 158-176. Retrieved from Academic Search Premier database.
Reflection of Education represents the four facets of education as the points of a star. The four facets include Curriculum, instruction, assessment, and standards. The four-pointed star symbol in Christianity is usually styled to resemble a cross. Also known as the Star of Bethlehem or natal star, this star represents both Jesus' birth and the purpose for which he was born. It is used especially for church decoration during the Advent and Christmas seasons. Each point of the star is made up of four identical segments. The four facets of education is the “four-pointed star” to illustrate the correlation for the concept of curriculum development.
From the star of curriculum development is a reflection. The reflection of curriculum development can be seen in our students thus depicting a star filled with students. I began with a star to symbolize that each of the four elements of education were equally important. Our students are then reflected below as a result of properly aligned curriculum, instruction, assessment, and standards (Loertscher and Rosenfeld, 2007).
What does it mean to align curriculum, instruction, and assessment to standards? According to Roach, Niebling, and Kurz (2008), “Alignment has been defined as the extent to which curricular expectations and assessments are in agreement and work together to provide guidance for educators’ efforts to facilitate students’ progress toward desire academic outcomes.” It means to align the content, assessment and instruction provided to the students. Curriculum alignment means assuring that the material taught in the school matches the standards and assessments set by the state or district for specific grade levels. It is a way of "mapping" the curriculum onto the standards to be sure that the school is teaching the content that is expected (Loertscher and Rosenfeld, 2007). Most states use a test to assess student mastery and meet federal accountability. The schools should align their curriculum with the content of the test to assure that students have studied the required content before taking the tests. This is mapping the students course to meet the end result.
To begin curricular mapping many schools conduct a curriculum review. A Curriculum Review involves four steps. First, teachers begin by aligning individual course curricula to the standards. Then the departments or grade level groups fill out an Alignment matrix showing how the standards are being met in each course curriculum. Then based on the alignment work, course outlines are created by groups of teachers of a common course curriculum. Once this is completed the information is used to prepare school, grade level or course outlines that are vertically aligned.
By conducting an effective curriculum review, school personnel are able to find out what is being taught and if it is consistent between teachers in a building and among teachers within a district. Another benefit of conducting a review is that it aligns key concepts identified in the curriculum to state and district standards to determine gaps and overlaps will ensure that it is coherent across the grade levels and courses. Finally, the review finds out the instructional approaches that teachers are using and how they students are learning. Teachers should provide opportunities for all students to learn.
While many school districts have formally aligned their adopted curriculum with mandated content area standards, it is up to the teacher to make those alignments an actuality on a daily basis. When planning, consider whether or not the benchmark is one that is being mastered, reinforced, or introduced at this grade level.
Standards or benchmarks may be combined into single lessons if the skills overlap or show relevance to one another. For example, social studies standards related to understanding the purposes of government may be combined with language arts standards on composition, text structure, and mechanics. Then the students could be given an assessment in the form of an essay on the three branches of federal power. Standards and benchmarks are typically written using action verbs that provide themselves well to numerous measurable instructional objectives.
Drake (2010) recommends that lessons built around measurable objectives are more focused and instructive than those that are simply planned around an activity. Standards and benchmarks serve as the groundwork for measurable objectives because they include active verbs that specify skills, which then become the basis for planning teacher instruction, guided practice activities, and related assessments.
Case in point, if the curriculum calls for the reading of a particular picture book, standards may cover skills such as identifying unknown words, predicting, and summarizing. The teacher should choose the standard that fits the lesson purpose and then rewrite them as instructional objectives that can be measured. This should be followed by specifying the students’ preferred behavior or skill, the circumstances under which the behavior will occur, and the degree to which students are expected to perform the behavior.
The previous example will aid the teachers in differentiating the instruction. According to Lawrence-Brown (2004) differentiated instruction can enable gifted students and students with severe disabilities an opportunity to receive an appropriate education in inclusive classrooms.
Instructional planning involves teachers harmonizing curricular topics with the knowledge and skills mandated in content area standards and related benchmarks. Aligning the district curriculum with state standards will allow teachers to build meaningful lesson plans and to collect relevant assessment data. Teachers who begin their planning with the appropriate standards can resourcefully focus their instruction directly on what will be assessed, without having to "teach to the test."
The incorporation of instructional standards into everyday planning can seem intimidating to teachers, but it does not have to be. When beginning with the mandated standards and benchmarks, teachers may be sure that their students are getting the practice and reinforcement they need to be successful on both state and district assessments, as well as classroom evaluations.
The grade-level or subject area curriculum brings together standards with themes or subject area topics in an orderly sequence alongside instructional methods that give students sufficient opportunities to learn content and skills. Standards curricula must be rigorous and worth doing.
Benefits of effective curriculum development according to Hosen (1975) include improved student performance on standardized tests, better communication and collaboration among teachers, and letting teachers know how their instructional decisions contribute to students' overall learning. These benefits can all be seen in the reflective star of my representation.
States, districts and schools have distinct responsibilities. Each state department of education sees that state tests are aligned with state standards and state curriculum frameworks. The district writes or adopts a curriculum that is aligned with state documents, supports teachers in delivering it and monitors implementation and results. The school provides teachers opportunities for review of curriculum documents, alignment of instructional strategies and classroom assessments to meet state standards, and relevant professional development.
ReferencesLoertscher, D., & Rosenfeld, E. (2007). Creating Standards-Based Integrated Curriculum: Aligning Curriculum, Content, Assessment, and Instruction, 2ND ED. Teacher Librarian, 34(5), 51-52. Retrieved from Academic Search Premier database.
Hosen, R. (1975). The Value and Design of an Effective Social Science Curriculum. Education, 96(2), 129. Retrieved from Education Research Complete database.
Huebner, T. (2010). Differentiated Instruction. Educational Leadership, 67(5), 79. Retrieved from MAS Ultra - School Edition database.
Lawrence-Brown, D. (2004). Differentiated Instruction: Inclusive strategies for standards-based learning that benefit the whole class. American Secondary Education, 32(3), 34. Retrieved from Academic Search Premier database.
Roach, A., Niebling, B., & Kurz, A. (2008). Evaluating the alignment among curriculum, instruction, and assessments: Implications and applications for research and practice. Psychology in the Schools, 45(2), 158-176. Retrieved from Academic Search Premier database.
Impact of Science Math & Technology
Science, math, and technology can enable students to communicate more effectively, analyze and interpret data, understand computational modeling, engage in problem solving, and students must know and use strategies to acknowledge, identify, and negotiate 21st century risks.
Science and Math
Improving science and math educational outcomes specifically in the middle school years is a focus of many districts. Politicians, academics, and business and community members all seem to be raising concerns that America is not as globally competitive as it once was. This is due, in part, to the fact that public schools in America are not producing high school graduates with the math, science, and technical skills to succeed in higher education. Science and Math will enable students to succeed in post-secondary education, and join the workforce in jobs that increasingly require math and science backgrounds; preparing youth to compete in and contribute to a knowledge based economy; and graduating students who are well-informed citizens able to make smart decisions throughout their personal and public lives regarding issues of personal finance, health, the environment, the economy, and related local and national policy issues.
Tuesday, February 2, 2010
Experience with Green Screen?
I was disappointed as the student looks transparent with the background. I am using imovie09 and we pulled the stills from iphoto so I'm not sure whats the problem.
The only thing I can think of is that the lighting was not bright enough when I filmed him in front of the green screen???
Thursday, January 28, 2010
Working in Prezi
Not only was this the first presentation that I created using prezi it was the first time I had ever heard of it. There are definitely differences that the typical powerpoint. The ability to add audio and video is not easy and if possible prezi is not compatible with many file types. All in all it was a unique experience.
See the following "hotkey changes"
1. Pressing SPACEBAR serves as a toggle between Show and Edit mode. If you are in a sub-menu, pressing SPACEBAR takes you back to the main Bubble menu.
2. Pressing and holding SPACEBAR will take you temporarily to Show mode. While there, you can navigate or click with the mouse, or use the LEFT/RIGHT arrows to move back and forth in the path the path. When you release SPACEBAR, you get back to Edit mode.
3. ESC serves to remove fullscreen, if applicable.
4. In Show mode the LEFT and RIGHT keys will move you on the path backward and forward respectively. UP and DOWN keys will zoom in and out. Zooming out with the DOWN arrow works as Smart Zoom: it brings you up to the next largest enclosing or crossing frame object.
5. There are new shortcuts for some of the menu functions. The Frames menu can be reached by pressing ‘F’. Pressing ‘S’ takes you to Shapes menu. Loading a file is possible by pressing ‘L’ and Path menu can be reached by pressing ‘P’.
6. You can use CTRL+D for duplicating an object, and you can use CTRL+Z, CTRL+Y and CTRL+S for Undo, Redo, Save respectively.
See the following "hotkey changes"
1. Pressing SPACEBAR serves as a toggle between Show and Edit mode. If you are in a sub-menu, pressing SPACEBAR takes you back to the main Bubble menu.
2. Pressing and holding SPACEBAR will take you temporarily to Show mode. While there, you can navigate or click with the mouse, or use the LEFT/RIGHT arrows to move back and forth in the path the path. When you release SPACEBAR, you get back to Edit mode.
3. ESC serves to remove fullscreen, if applicable.
4. In Show mode the LEFT and RIGHT keys will move you on the path backward and forward respectively. UP and DOWN keys will zoom in and out. Zooming out with the DOWN arrow works as Smart Zoom: it brings you up to the next largest enclosing or crossing frame object.
5. There are new shortcuts for some of the menu functions. The Frames menu can be reached by pressing ‘F’. Pressing ‘S’ takes you to Shapes menu. Loading a file is possible by pressing ‘L’ and Path menu can be reached by pressing ‘P’.
6. You can use CTRL+D for duplicating an object, and you can use CTRL+Z, CTRL+Y and CTRL+S for Undo, Redo, Save respectively.
Thursday, January 21, 2010
Discussion Regarding Podcasting in Education
Wow! Technology has really changed the way we teach. I loved the section on “Blog-Podcast-Vlog-Screencast Resources.” I found myself reading everything on Podcasting. Our district purchased ipods for the ESL students 2 years ago. I struggled with it at first by soon it became second nature.
Podcasting is found in elementary, intermediate, junior highs, high schools, and even college. With the launch of iTunes U, many colleges and universities have started to upload lectures into podcasts. Professors upload these lectures in the form of a podcast so that students can listen to lectures anywhere and anytime. Schools believe that by adapting to our learners through technology then, education will have a positive affect on them.
From reading the many articles and exploring the available websites I could completely understand why schools are changing. There are many benefits to podcasting. Teachers, using podcasts in the classroom, can show their learners that they can do the “cool” stuff that their students do as well as teach them what they need to be taught. Another benefit to podcasting is the mobility. Students can view them at home, on the way to work , or use them for a study review before an exam.
Podcasting can even help a student that has missed a lot of school. Students can view the same material that their classmates did several days earlier. As technology evolves, education has to continue to change. One of the trends we are seeing is through the use of Podcasts. Podcasting is a free way to record audio, video, graphics. You can then put them on the internet for people to download. Teachers can use it to record their lectures for students who missed class, use it for another tool to learn from, use as a study review, and many other ways. As the times change in technology, education has to keep up, and podcasting is a good way to stay connected with the students.
Podcasting is found in elementary, intermediate, junior highs, high schools, and even college. With the launch of iTunes U, many colleges and universities have started to upload lectures into podcasts. Professors upload these lectures in the form of a podcast so that students can listen to lectures anywhere and anytime. Schools believe that by adapting to our learners through technology then, education will have a positive affect on them.
From reading the many articles and exploring the available websites I could completely understand why schools are changing. There are many benefits to podcasting. Teachers, using podcasts in the classroom, can show their learners that they can do the “cool” stuff that their students do as well as teach them what they need to be taught. Another benefit to podcasting is the mobility. Students can view them at home, on the way to work , or use them for a study review before an exam.
Podcasting can even help a student that has missed a lot of school. Students can view the same material that their classmates did several days earlier. As technology evolves, education has to continue to change. One of the trends we are seeing is through the use of Podcasts. Podcasting is a free way to record audio, video, graphics. You can then put them on the internet for people to download. Teachers can use it to record their lectures for students who missed class, use it for another tool to learn from, use as a study review, and many other ways. As the times change in technology, education has to keep up, and podcasting is a good way to stay connected with the students.
Saturday, January 16, 2010
Subscribe to:
Comments (Atom)
