Gabcast for easy recordings

This past week I attend the EdTech PD Cadre sponsored by OETC and ODE.  One of our activities was to use a Web 2.0 tool to reflect on one of the goals of the year-long program.  We chose:

A goal of the EdTech PD Cadre is to identify and disseminate best practices targeting technology integration into teaching and learning by focusing on exemplary staff development skills

Here is our reflection post:

Do you want to easily record people’s opinions on the go – well then use the mini-computer in your pocket – your cell phone.  Gabcast allows to easily record interviews, podcasts, speeches, language practice, etc… all on your cell phone.

For our example, we set up a Channel on Gabcast.  I dialed the 1-888 number and put in the channel number that I created during set up.  I began the first episode and recorded an interview with a cadre member – asking them to discuss ideas for effective staff development.  After the interview I selected #2 to publish the episode on the Gabcast website.  Immediately I was able to record a new episode so I passed my phone around 2 times and each interview was a separate recording.

Go to this website to hear our recordings:  http://www.gabcast.com/index.php?a=episodes&id=23214

If you were subscribed to my channel, you would received notification of each new episode in your RSS Reader.

You can also download the audio files and use them in videos, VoiceThreads, photostory, or edit them in Audacity.

Classroom use ideas:

  • Record interviews (career, grandparent interviews)
  • Make your own field trip audio guide
  • Record speeches
  • Foreign language practice
  • Record opinions about hot topics
  • Don’t have enough microphones in your classroom?  Allow your students to use their cell phones instead!

I’m sure you can find hundreds of ways you can use this in your classroom or during your professional development workshops.  Have fun!

Revised Bloom’s Taxonomy

Taxonomies of the Cognitive Domain:

 

Bloom’s Taxonomy 1956

Anderson and Krathwohl’s Taxonomy 2000

1. Knowledge: Remembering or retrieving previously learned material. Examples of verbs that relate to this function are:

know identify relate list define recall memorize repeat record name recognize acquire

1. Remembering: Retrieving, recalling, or recognizing knowledge from memory. Remembering is when memory is used to produce definitions, facts, or lists, or recite or retrieve material.

2. Comprehension: The ability to grasp or construct meaning from material. Examples of verbs that relate to this function are:

restate locate report recognize explain express identify discuss describe discuss review infer illustrate interpret draw represent differentiate conclude

2. Understanding: Constructing meaning from different types of functions be they written or graphic messages activities like interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.

3. Application: The ability to use learned material, or to implement material in new and concrete situations. Examples of verbs that relate to this function are:

apply relate develop translate use operate organize employ restructure interpret demonstrate illustrate practice calculate show exhibit dramatize

3. Applying: Carrying out or using a procedure through executing, or implementing. Applying related and refers to situations where learned material is used through products like models, presentations, interviews or simulations.

5. Synthesis: The ability to put parts together to form a coherent or unique new whole. Examples of verbs that relate to this function are:

compose produce design assemble create prepare predict modify tell plan invent formulate collect set up generalize document combine relate propose develop arrange construct organize originate derive write propose

5. Evaluating: Making judgments based on criteria and standards through checking and critiquing. Critiques, recommendations, and reports are some of the products that can be created to demonstrate the processes of evaluation. In the newer taxonomy evaluation comes before creating as it is often a necessary part of the precursory behavior before creating something.

Remember this one has now changed places with the last one on the other side.

6. Evaluation: The ability to judge, check, and even critique the value of material for a given purpose. Examples of verbs that relate to this function are:

judge assess compare evaluate conclude measure deduce argue decide choose rate select estimate validate consider appraise value criticize infer

6. Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing. Creating requires users to put parts together in a new way or synthesize parts into something new and different a new form or product. This process is the most difficult mental function in the new taxonomy.

This one used to be #5 in Bloom’s known as synthesis.

http://www.uwsp.edu/education/lwilson/curric/newtaxonomy.htm

One of the things that differentiates the new model from that of the 1956 original is that it lays out components nicely so they can be considered and used.

The discussion of the Revised Bloom’s Taxonomy was in conjunction with reviewing the new NETS*S at the OETC professional development cadre. My group was focusing on Sections 3 & 4 and discussing that if we really want to engage our students in critical thinking skills, we need to be developing lessons that use the higher level skills from Bloom’s taxonomy. This is true whether you are integrating technology or not!

Updated National Educational Technology Standards for Students:

I. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes
using technology. Students:
A. apply existing knowledge to generate new ideas, products, or processes.
B. create original works as a means of personal or group expression.
C. use models and simulations to explore complex systems and issues.
D. identify trends and forecast possibilities.

II. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance,
to support individual learning and contribute to the learning of others. Students:
A. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments
and media.
B. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
C. develop cultural understanding and global awareness by engaging with learners of other cultures.
D. contribute to project teams to produce original works or solve problems.
III. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
A. plan strategies to guide inquiry.
B. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
C. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
D. process data and report results.

IV. Critical Thinking, Problem-Solving, and Decision-Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make
informed decisions using appropriate digital tools and resources. Students:
A. identify and define authentic problems and significant questions for investigation.
B. plan and manage activities to develop a solution or complete a project.
C. collect and analyze data to identify solutions and/or make informed decisions.
D. use multiple processes and diverse perspectives to explore alternative solutions.

V. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical
behavior. Students:
A. advocate and practice safe, legal, and responsible use of information and technology.
B. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
C. demonstrate personal responsibility for lifelong learning.
D. exhibit leadership for digital citizenship.

VI. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
A. understand and use technology systems.
B. select and use applications effectively and productively.
C. troubleshoot systems and applications.
D. transfer current knowledge to learning of new technologies.

OETC professional development cadre

Today I participated in the OETC professional development cadre. We spent the afternoon discovering some Web 2.0 technologies. Yes, most of these tools are online, free and can be embedded in websites – but only a handful would actually be useful in the classroom. The others are just for fun – or another scheme to get you to register and capture your email address. Here is a list of some of them that were shared:

Voki – create your own talking avatar. I’m not quite sure how to use this in education or how it qualifies as a Web 2.0 tool – but it’s fun thing to have on your blog or website.

PhotoShowonline free version of Photoshow5 software. Upload photos from your computer, any MySpace account, or photo URL. After uploading photos, you can customize your music, captions and transition styles.

VoicethreadUpload photos and record narration for a photo story. Allows viewers to record their comment to show. Very easy to use and allows multiple user to comment on each account. Of the list here, probably the most useful in the classroom. Updated version coming October 10th.

PollDaddyCreate free polls for your website. Easy to make and easy to embed.

Toondoo – Cartoon strip creator. Fun and easy to make. Better for younger kids.

Slide.com – Slide widgets — including Slideshows, Guestbooks, SkinFlix and FunPix — are popular on top social networking and blog platforms.

Sitekreator You can build your own professional site with page and navigation management, add an unlimited number of pages, and maintain a unified appearance and consistent navigation structure. The folks that evaluated it were not that impressed.

OurStory Save stories, photos, and videos on a collaborative timeline. Has potential – need to check it out more.

Bubbl.usBubbl.us is a simple and free web application that lets you brainstorm online. you can create mind maps online, share and work with friends, and embed your mind map in your blog or website.

kSolo – Online karaoke!

I loved the networking and sharing of the professional development cadre and they modeled some great techniques for presenting professional devleopment with technology, but I was concerned about their choice of Web 2.0 tools. Since over 1/2 of the members of the cadre were new – why weren’t tools like del.icio.us, blogs, wikis, podcasting, Google docs, Moodle, flickr, etc reviewed (or at least introduced to the newbies!). I’m concerned about the explosion of “free” online tools that can be embedded on websites tooted as the latest Web 2.0 tools. Most of them are geared towards the Myspace crowd and don’t have a place in the classroom.

I am glad we watched the new Did you know? video and visited the ShiftHappens wiki at: http://shifthappens.wikispaces.com/Suggestions+for+Using+the+Presentation

Other tools that were shared that I didn’t get a chance to check out yet:

Let the fun begin!

This week I am teaching a Flash animation camp for kids 10-15 sponsored by OETC .  I have spent most of the day pondering my goals and looking over the proposed curriculum that I designed last May.  More than any technique or skill mastery, I want these students to be creative, to feel competent that they can succeed and have fun!!  This is not school – there is no grade, no evaluation or “assignments” to do.  This is summer camp and the week is all about exploring, sharing, learning from each other, laughing, having fun and making “cool” flash animations.

I am bringing out my pirate hat, disco music and my favorite flash movies.  Technology is fun. Flash is “wicked sweet” (as quoted by anonymous teenager).

Let the fun begin!