June+30

June 30 Rose & Charlotte toc 1. Questions & Look at Wikis 2. Podcasting research 3. Student Podcasts 4. Research Summary Discussion 5. Activity Plan Discussion 6. Homework (for July 7) No meeting, but activities should be completed by July 7.
 * [[image:agenda.jpg width="130" height="134" align="left"]]Class Agenda**

=1. **Questions & Look at Wikis**=
 * Alan was having a problem using WIX in safari. He is having error messages. If you are having trouble with WIX, wait a day or so, try a different browser or email them. They should respond to problems quickly.
 * Good News/ Bad News - The bad news is we will not be meeting for online classes for the next two weeks. The next online meeting will be July 21. Please continue work on research and complete homework assignments. The good news is ......We only have 3 weeks left!
 * Rose asked about what those in charge of the Wiki for those weeks should do. Please summarize, post useful info.
 * Glenn noticed that Dan posted link about APA research and a conversion program for wav to mp3. (see below)
 * Glenn asked, how to include a link from itunes for a podcast. This will be more difficult because it is hosted by itunes. Harvard may have these links.
 * Gerry had a question about the set of a Moodle and Wiki. Is the set up the same? Dan taught his district how to use a Moodle successfully. Quiz, forms are made easy and useful.

Dr. Sponder would like to hear your comments and recommendations about using Wiki's in his other classes.

=2. **Podcasting Reserach**=

We read an article called, //Use of audio podcast in K-12 and higher education: a review of research topics and methodologies.// Comments from the class -


 * Glenn - Interested that students listened from computers versus on ipods and walking around, and that short podcasts are successful.
 * Ellen - Also found it interesting that 5 minutes was a good time for a podcast. But she was disappointed that there was not more research done on K-12. Most of the research was done on the college level. Dan feels that that may be due to the fact that college level students do not need to get permission to participate in a study, whereas K-12 students would need to get parental consent.
 * Andrew - Liked how research was grouped. Ex: diagram on page 337. As educators it is great that it Shows different uses and scenarios of podcasts.
 * Dan is not a fan of audio podcasts because he is a visual person and benefits from visual learning.
 * Luisa - uses podcasts successfully in her music class. Ex: learning about specific composers and hearing examples.
 * Andrew - Suggests that perhaps if you listen to supplemental podcasts versus a lecture, it may be more interesting
 * Charlotte - Had a hard time finding podcasts for music education. Not a regular podcaster, but found the podcast on Buddy Holly and found it very useful. As a musician, can see the benefits of podcasts to use for audio samples of music for students.
 * Dr. Sponder - A secret - when you are looking for podcasts, try to think of how you can use it for your own interests. Then you can find a way to transfer what you like into the classroom. A good idea is listening to TV show podcasts. Dr. Sponder especially likes LOST podcasts because it is about a show that he likes, making it more interesting. [|LOST Podcast] on itunes!

=3. **Student Podcasts **=

Here are some sample Podcasts that we looked at in our last class....


 * We looked at Dan's Podcast from the [|San Fransisco Chronicle Podcast]. Topic - Video Gaming and Learning.


 * We also looked at the Podcast Gina discovered called [|Learn Italian Pod]. She likes that there are many topics she can use with her classes.


 * Charlotte found a music podcast on [|Rave on Buddy Holly]. It discussed the music of Buddy Holly and his influence on Rock and Roll.


 * Ellen shared her podcast sample [|MathGrad.com] . This specific podcast (#4) discusses sharing and dividing things fairly.


 * Rose shared her example of a podcast, [|Storynory], uses a podcast to tell stories to children.


 * Gerry found a podcast on College football called, [|College Football Podcast]. It is a weekly talk show that discusses College football team. Gerry feels it can be used in class in the form of debate.


 * Louisa found a music podcast called [|Classics for Kids] which she feels could be very useful in class as supplemental material in review and to reinforce what has already been discussed in class about composers and music.


 * Dr. Sponder found that a good use for podcasts is in the form of audio stories. They can help children listen and follow along with a book to reinforce reading skills.


 * Alan shared [|AppSlappy] which is a podcast that covers how devices can be linked with older gaming devices.


 * Amy found a [|Photography podcast] which was an interview with an artist. This is a very long podcast! Not the 5 minute easy listening that goes well with a podcast.

=4.**Research Summary Discussion**= **From the Syllabus:** (30%) Using this template students will write a report similar to ones we have read in the class that //summarizes// research in an area they are interested in, but not covered in class. This need not be as extensive as the research studies we read for class but should provide a good overview of an issue important to them. The APA citation guide should be used for all references. Average number of pages: 10, including references and a title. Spacing? 1.5, not double spacing. **Due:** August 1. If you need more time let me know. 1. Title 2. Technology Covered - Make sure this has not been covered in class. Pick two or three aspects of how that technology is used for instruction and look for research about it. Summarize that research using the summaries you've already read in the research studies we have used for this course. What have people tried? What have those studies proved, if anything? 3. Which studies offer the best fit for your particular educational subjects or your instructional interests (for students who aren't currently teaching)? 4. What further research in this area is needed? Make sure to search to make sure that it doesn't exist. 5. If you were going to use this technology in a classroom how would you do that? 6. If you were going to research another aspect of this technology how might you do it?
 * Research Summary Outline** (Due end of the course)

=5.**Activity Plan Discussion**= utilizes technology in a way that has been demonstrated to be effective through one or more of the studies encountered over the summer. The plan should include materials they develop and a realistic timeline for using them. Other studies can be used with instructor approval. plan for public school or for their work environment if appropriate. You can also consult with me to find a suitable topic. 1. **Study you are using for a model** - What was the name of the study, what was it trying to prove and what did it find out? This should be a summary page with your thoughts and ideas. Why do you want to try this in your class?. 2. **Literature Review** should be a summary of what research has been done in this area in a page. Use studies that are NOT referenced in the text. 3. **The Problem** - Be as detailed as possible. //Do not tell what is needed//, just what is wrong. This should take a few sentences. Be as objective as possible. “Students in class 3-3 are passing tests covering fractions at a 45% rate with 78% of the errors found in the multiplication section of the test. Students who are not able to multiply fractions .” A good description of the problem can help you stay on target while one that is too vague or spread out can be distracting. 4. **The Activity** - In the studies we read you saw detailed descriptions of what was going to be done and all the details were there. Please describe your activity in as much detail as possible. 5. **The Audience** - Who are they? Be as specific and as detailed as possible. Gender, prior achievement, prior knowledge, language skills (second language learners?), recent transferees from another state? 5. **The Objectives** - What will the students learn (or learn to do) as a result of your efforts? For this project one hypothesis is sufficient. See the research study for ideas. 6. **The Materials** - Supply as much detail as possible and this section can include charts, graphics and samples of the materials. You can use screen captures or scans for bulky materials or software programs. 7//.// **Data Collection** - What methods you will use? Charts and graphics can help here. 8. **Evaluation** - How will you evaluate whether or not your efforts were successful? Will you have a test or use documents students produce as evidence or perhaps videotape? 9. **Timeline** - How much time will you need to carry out this activity? Give an approximate start and stop date with significant dates along the way. 10. **Dissemination** - How will you spread the word about your work? Will you write an article? Show the activity to your supervisor? Put a video up on TeacherTube? The authors of the articles we read used journals to disseminate their efforts but you will use other methods.**EDT 598 Inquiry Activity Summary** (10%) This is optional for students who want to increase their grade. 3. **Results of what you found.** Use any data you collected. Include some artifacts of the study if possible. 4. **Compare your audience** and results to the original study or studies. 5. **Tell at least two administrators** or colleagues about your study and record their reactions.
 * EDT 598 Inquiry Plan Outline** (40%)
 * TEACHERS** will develop an inquiry plan for //their own classroom// which
 * NON-TEACHERS** can work in conjunction with a classmate to develop a
 * Directions:** Pick one of the studies we look at during the course or any of those on the Class Reading List or a study you find on your own. You will develop a plan for doing something similar in your own class--a form of action research. Answer the questions below in a paper that is due at the end of the course. Omit the questions and explanations from your paper. Your work will be printed and submitted at the end of the course. See the rubric in the Syllabus for key characteristics of a good paper.
 * 1. A short review** of the study you used as a model or inspiration 2. **A description** of what you did.

=6. **Homework:**= **1. Read** //Virtual Field trips Research Study// and Look at the //Google Lit Trips Research// page (optional). Both cover the same type of classroom activity. **2. Activity** Please answer the question in the Class Forum about the //Virtual Field Trips Research Study// to be posted in the Class forum.

**3. Work** on the following should be ongoing: **a. Action Research Report** (Post Session Assignment) (10%)

Students will write a report, seven pages minimum including one title page and reference page and one sample of student work if possible. Sentence should be spaced at one and half and provide for evaluation of all or part of their unit as implemented in the classroom. Attaching pictures, graphics and supporting materials will help in the presentation. Students have up to one year to complete this activity. The template is posted. **b. The Inquiry Plan (20%)** This plan should be developed by the end of the course. You will pick a study or a couple of studies that interest you that can be used as a model or idea to help you to plan to integrate technology in the (your) classroom. You will be given a template to follow for this assignment. The template is posted.
 * From Dan C. -** Here is a great resource. It is a .pdf that will show you how to annotate online resources such as blogs, podcasts, and on-line interviews: [|Click here]. Thanks for finding this, I was looking for something like this the other day (Glenn).

Here's another. Want a free program that will convert .wav to .mp3 files? [|Click here]. Dan, I have used this before, works great as I remember. (Glenn)

Contact Us with any Questions! Charlotte - charsoja@gmail.com Rose - roseafox@gmail.com