Token Economy: Focus on students raising their hands before answering a question, tapping pencil on the desk or disrupting other students learning.
What you do is:
• Give a token when students behave in the desired behaviour.
• Take a token away when students become disengaged or display incorrect behaviour
• Tally up the tickets before recess and reward ten or more tickets with a sticker etc.
• Record students tickets
• Continue the token economy throughout the day
• End of the day have a reward for improved behaviour.
(I saw this being done by a relief teacher and it was very effective)
Bender, W. (1997). Understanding ADHD A Practical Guide for Teachers and Parents. United States, America, Prentice-Hall Inc. Page 163.
Classroom set up: Important factor to consider when teaching students with ADHD.
• Structured classrooms with minimal distractions by having closed doors etc.
• Classroom rules displayed to remind students.
• Role play and or discuss class rules as ADHD students can forget in fact all students.
• Seating ADHD students close to the teacher and not facing windows or distractions.
Notes
• It is very important to reward positive behaviour and to model these behaviours as well.
• Make sure that you provide an inclusive environment and that strategies can be implemented for the whole class.
• Think about the students feeling, confidence and that you play a big role in building self confidence and self efficacy.
•
Krause, K., Bochner, S., Duchesne, S., & McMaugh, A. (2010) Educational psychology for learning & teaching (3rd ed.). South Melbourne, Australia: Cengage Learning Australia
2010-07-24
Final Summary - ADHD
ADHD is not an easy disability to diagnose. Not everyone who is overly hyperactive, inattentive, or impulsive has ADHD. There is a lot of testing and observations that need to be done in class and at home before a diagnosis can be made. Behavioural patterns are observed over a twenty four hour time frame and recorded and interviews are held between child, parent/career, teacher, specialists (paediatrician, child psychologist, child psychiatrist, paediatric neurologist, or social worker) this information is used to help diagnose the child. Teachers and educational professionals may also be required to give information on any learning or cognitive difficulties. All these observations and testing are done over a period of at least 6mths to make sure that the behaviour and trends are consistent and therefore the right diagnosis and treatment can be given.
It is so important that the diagnosis is made on the observations of behaviours and symptoms that occur in more than one setting. Often the diagnosis includes treatments of drugs and diagnosis in itself has an impact on the student and the immediate family.
Pierangelo and Giuliani agrees on the importance of a correct and thorough diagnosis as there has been a recent increase on children being diagnosed with ADHD duFe to an increase of public awareness. Pierangelo and Giuliani make it clear that the following must be true:
• “ there must be clear evidence of significant difficulty in two or more settings (e.g., at home, in school, with peers, or at work).
• Symptoms of inattention, hyperactivity or impulsivity must be present at least six months.
• Some of these symptoms have to cause problems before age seven.
• The symptoms have to be developmentally inappropriate.” (2008, P. 32).
They also go on to say that no laboratory test exists to determine if a child has this disorder. Nor can it be diagnosed by urinalysis, blood test, CAT scan or an MRI (2008, P. 34).
Once a student has been formally diagnosed the teacher then needs to start planning strategies for behaviour management, social skills, and cognitive techniques. A part of the planning may involve writing an Individual Learning Plan (ILP) for the student, this would be if in the case of a student who is not achieving to their potential in relation to the curriculum.
Bender, W discusses the role of the teacher when teaching social skill strategies that include students with ADHD working in groups, with a responsible role such as a group leader or even a teacher’s assistant. The teacher must model appropriate social behaviour, assist in developing friendships by pairing the student with other students who model the appropriate behaviour, reinforce positive behaviour and teach the student social interaction skills like appropriate manners, friendly and uplifting words (1997 P. 130). These strategies can be used both in the classroom and in the home/community. Bender, W encourages a parenting training program to be run over a ten week period where the parents who have children with ADHD are able to learn strategies to help implement behavioural management plans. These plans include positive parental attention to appropriate behaviours, timeout procedures and coping skills for both the child and the parent (1997, P. 131-133). Not only did the parents learn great strategies but they also benefit from being able to socialise with other parents going through the same thing.
Students with ADHD in a classroom environment can set inappropriate behaviour traits and teachers then have to spend extra time in dealing with the behaviour problem. Teachers must implement intervention strategies, which are effective if children with ADHD are to succeed in the classroom environment.
An example of behaviours from students with ADHD include blurting out answers before the teacher calls the students name, running around the classroom, getting loud and boisterous during class activities. The implications of this behaviour to the teacher is the disruption to the other students learning and being able to offer an equal learning environment for each student (Bender,1997). Bender discusses the ways of being able to manage this behaviour by using a “Hierarchical approach” strategy. Structuring the lesson is one way to manage students with ADHD by providing clear academic directions and task given to the class. Providing an outline of the lesson, as well as clear instructions to the whole class as the students with ADHD have short attention spans and having an outline will help students to follow the teacher’s instructions. Teach the students to recognising cues from the teacher for example when the teacher says “time to begin” would be a cue to get ready for the next activity (1997, page 154-155). Planning frequent breaks or strategies where the student can take time out when they feel themselves losing control, maybe in ways of excess energy or frustration. At Fraser Primary School they have a management plan where students place a photo of themselves on their desk if they have to go to the toilet, this way the teacher and other students know where they are and no accidents occur. This could also work with a student with ADHD and it can be used for the whole class so then no one is being discriminated against.
Information, Communications, Technology (ICT) is a “High-Interest” activity which is great to use with students with ADHD as the often lose interest and this is when they can start to become disruptive. The technologies that you could integrate into the classroom include computers, interactive white boards and audio (Bender, 1997).
The classroom set up is also an important factor to consider when teaching students with ADHD. Structured classroom provide ADHD students with less distractions and stability. A structured classroom has walls and a door to block out distractions in the corridor. Classroom rules are displayed as students with ADHD can refer to it and remind themselves before they act impulsively and the rules can be role played to ensure that all students understand them (Bender, 1997). Students with ADHD should be seated where they are either close to the teacher and or where they are not facing windows or distractions. There are also behaviour strategies that you should implement like token economy, time owing or being paid back and others.
A lot of the strategies used for behaviour and classroom management are very simular for what you would implement for student with no disability. This is great as it opens classrooms for inclusive learning environments and teaches all students important lessons on being active members of the community and not to judge. It is a privilege to work with students with disabilities and to have these students active members of your classroom. It has its challenges and with correct planning and strategies put in place it can be a positive and moving year for all those involved. It is also very important to keep communication open with the parents/carers and to be honest with the student as everyday will be different and present challenges.
Reference list
Pierangelo, R. Giuliani, G. (2008) Classroom Management Techniques for Students with ADHD. United States, America, Corwin press.
Bender, W. (1997). Understanding ADHD A Practical Guide for Teachers and Parents. United States, America, Prentice-Hall Inc.
About Attention Deficit Hyperactivity Disorder (ADHD) Retrieved July 5, 2010, form http://www.livingwithadhd.com.au/about/default.aspx.
It is so important that the diagnosis is made on the observations of behaviours and symptoms that occur in more than one setting. Often the diagnosis includes treatments of drugs and diagnosis in itself has an impact on the student and the immediate family.
Pierangelo and Giuliani agrees on the importance of a correct and thorough diagnosis as there has been a recent increase on children being diagnosed with ADHD duFe to an increase of public awareness. Pierangelo and Giuliani make it clear that the following must be true:
• “ there must be clear evidence of significant difficulty in two or more settings (e.g., at home, in school, with peers, or at work).
• Symptoms of inattention, hyperactivity or impulsivity must be present at least six months.
• Some of these symptoms have to cause problems before age seven.
• The symptoms have to be developmentally inappropriate.” (2008, P. 32).
They also go on to say that no laboratory test exists to determine if a child has this disorder. Nor can it be diagnosed by urinalysis, blood test, CAT scan or an MRI (2008, P. 34).
Once a student has been formally diagnosed the teacher then needs to start planning strategies for behaviour management, social skills, and cognitive techniques. A part of the planning may involve writing an Individual Learning Plan (ILP) for the student, this would be if in the case of a student who is not achieving to their potential in relation to the curriculum.
Bender, W discusses the role of the teacher when teaching social skill strategies that include students with ADHD working in groups, with a responsible role such as a group leader or even a teacher’s assistant. The teacher must model appropriate social behaviour, assist in developing friendships by pairing the student with other students who model the appropriate behaviour, reinforce positive behaviour and teach the student social interaction skills like appropriate manners, friendly and uplifting words (1997 P. 130). These strategies can be used both in the classroom and in the home/community. Bender, W encourages a parenting training program to be run over a ten week period where the parents who have children with ADHD are able to learn strategies to help implement behavioural management plans. These plans include positive parental attention to appropriate behaviours, timeout procedures and coping skills for both the child and the parent (1997, P. 131-133). Not only did the parents learn great strategies but they also benefit from being able to socialise with other parents going through the same thing.
Students with ADHD in a classroom environment can set inappropriate behaviour traits and teachers then have to spend extra time in dealing with the behaviour problem. Teachers must implement intervention strategies, which are effective if children with ADHD are to succeed in the classroom environment.
An example of behaviours from students with ADHD include blurting out answers before the teacher calls the students name, running around the classroom, getting loud and boisterous during class activities. The implications of this behaviour to the teacher is the disruption to the other students learning and being able to offer an equal learning environment for each student (Bender,1997). Bender discusses the ways of being able to manage this behaviour by using a “Hierarchical approach” strategy. Structuring the lesson is one way to manage students with ADHD by providing clear academic directions and task given to the class. Providing an outline of the lesson, as well as clear instructions to the whole class as the students with ADHD have short attention spans and having an outline will help students to follow the teacher’s instructions. Teach the students to recognising cues from the teacher for example when the teacher says “time to begin” would be a cue to get ready for the next activity (1997, page 154-155). Planning frequent breaks or strategies where the student can take time out when they feel themselves losing control, maybe in ways of excess energy or frustration. At Fraser Primary School they have a management plan where students place a photo of themselves on their desk if they have to go to the toilet, this way the teacher and other students know where they are and no accidents occur. This could also work with a student with ADHD and it can be used for the whole class so then no one is being discriminated against.
Information, Communications, Technology (ICT) is a “High-Interest” activity which is great to use with students with ADHD as the often lose interest and this is when they can start to become disruptive. The technologies that you could integrate into the classroom include computers, interactive white boards and audio (Bender, 1997).
The classroom set up is also an important factor to consider when teaching students with ADHD. Structured classroom provide ADHD students with less distractions and stability. A structured classroom has walls and a door to block out distractions in the corridor. Classroom rules are displayed as students with ADHD can refer to it and remind themselves before they act impulsively and the rules can be role played to ensure that all students understand them (Bender, 1997). Students with ADHD should be seated where they are either close to the teacher and or where they are not facing windows or distractions. There are also behaviour strategies that you should implement like token economy, time owing or being paid back and others.
A lot of the strategies used for behaviour and classroom management are very simular for what you would implement for student with no disability. This is great as it opens classrooms for inclusive learning environments and teaches all students important lessons on being active members of the community and not to judge. It is a privilege to work with students with disabilities and to have these students active members of your classroom. It has its challenges and with correct planning and strategies put in place it can be a positive and moving year for all those involved. It is also very important to keep communication open with the parents/carers and to be honest with the student as everyday will be different and present challenges.
Reference list
Pierangelo, R. Giuliani, G. (2008) Classroom Management Techniques for Students with ADHD. United States, America, Corwin press.
Bender, W. (1997). Understanding ADHD A Practical Guide for Teachers and Parents. United States, America, Prentice-Hall Inc.
About Attention Deficit Hyperactivity Disorder (ADHD) Retrieved July 5, 2010, form http://www.livingwithadhd.com.au/about/default.aspx.
2010-07-23
ICT and learning.
Integrating ICT into the classroom is very beneficial students learning needs. It encourages higher order thinking, multi-tasking, cooperative learning, and provides a tool that covers all individual learning styles. Students develop linguistic skills both verbally and written, logical being mathematical and social skills by working in groups and sharing IT equipment. J. Blackmore, L. Hardcastle, et. Al. discuss students having increased motivation to want to learn through the tools being hands on and giving students more control and innovation to express themselves in responses (2003, page 20). J. Blackmore, L. Hardcastle, et. Al. confirm that “Collectively, these …skills and tools … align with effective teaching and
learning theories that focus on literacy in early years, autonomous learning in the
middle years and flexibility and self directed learning for post compulsory students” (2003, page 20).
ICT allows teachers to address a wide range of learning needs K. Ivers mentions ICT helping students learning by addressing “multiple intelligences, preferred ways of learning, and higher level thinking skills…. Intellectual, social and physical needs” (2003, page 53).
Reference list
Ivers, K. (2003), A Teacher’s Guide to using technology in the classroom. United States of America, Libraries unlimited.
Blackmore, J., Hardcastle, L., Bamblett, E., Ownens, J. (2003).
Effective Use of Information and Communication Technology (ICT) to Enhance Learning for Disadvantaged School Students. Deakin University, Retrieved July 11, 2010, from www.dest.gov.au/NR/rdonlyres/D63F92A3-6931.../ICTreport.pdf.
learning theories that focus on literacy in early years, autonomous learning in the
middle years and flexibility and self directed learning for post compulsory students” (2003, page 20).
ICT allows teachers to address a wide range of learning needs K. Ivers mentions ICT helping students learning by addressing “multiple intelligences, preferred ways of learning, and higher level thinking skills…. Intellectual, social and physical needs” (2003, page 53).
Reference list
Ivers, K. (2003), A Teacher’s Guide to using technology in the classroom. United States of America, Libraries unlimited.
Blackmore, J., Hardcastle, L., Bamblett, E., Ownens, J. (2003).
Effective Use of Information and Communication Technology (ICT) to Enhance Learning for Disadvantaged School Students. Deakin University, Retrieved July 11, 2010, from www.dest.gov.au/NR/rdonlyres/D63F92A3-6931.../ICTreport.pdf.
PROFFESIONAL DEVELOPMENT FOR TEACHERS
Integrating ICT into the classroom requires teachers to be competent in the use of ICT equipment. Clear instructions for both the lesson outcomes and also for the use of ICT is also an important skill for teachers to have. How do teachers not only obtain these skills but keep up with the speed of which technology is evolving? Professional development (PD) days play a key role in keeping teachers informed and feeling confident to use and teach information technology skills.
E. A. Ashburn and R. E. Floden, discuss the benefits of “professional development for meaningful learning using technology” and links key areas to running successful PD days (2006, page 2). The key areas include linking PD to student learning and performance, teaching strategies and inquiring into ICT. Allocating teachers leadership roles and building a culture of sustainable and professional learning. Developing specific skills and knowledge in technologies that support meaningful learning and strategies to implement and share with others (E. A. Ashburn and R. E. Floden, 2006, pg. 2).
E. A. Ashburn and R. E. Floden acknowledge the fact that technology is changing and advancing at a rapid rate and that there is still so much researching that needs to be done to find the full impacts and benefits to using IT in the classroom. Therefore if is so important to not only have full or half days dedicated to PD but also to have consistent time set aside to play and explore the skills being taught. This allows for teachers to feel confident in what they are presenting and gives a higher percentage of teachers who then go on to use ICT in the classroom. Teachers who do not have the time to practices using the tools that they have learnt in PD days will not integrate them into lesson plans as they have do not have the confidence due to not having enough time to plan and practise with the IT equipment (2006, page 161 – 177).
Reference list
Ashburn, E. A., Floden, R. E. (2006) Meaningful Learning Using Technology - what educators need to know and do. New York, Teachers College Press.
E. A. Ashburn and R. E. Floden, discuss the benefits of “professional development for meaningful learning using technology” and links key areas to running successful PD days (2006, page 2). The key areas include linking PD to student learning and performance, teaching strategies and inquiring into ICT. Allocating teachers leadership roles and building a culture of sustainable and professional learning. Developing specific skills and knowledge in technologies that support meaningful learning and strategies to implement and share with others (E. A. Ashburn and R. E. Floden, 2006, pg. 2).
E. A. Ashburn and R. E. Floden acknowledge the fact that technology is changing and advancing at a rapid rate and that there is still so much researching that needs to be done to find the full impacts and benefits to using IT in the classroom. Therefore if is so important to not only have full or half days dedicated to PD but also to have consistent time set aside to play and explore the skills being taught. This allows for teachers to feel confident in what they are presenting and gives a higher percentage of teachers who then go on to use ICT in the classroom. Teachers who do not have the time to practices using the tools that they have learnt in PD days will not integrate them into lesson plans as they have do not have the confidence due to not having enough time to plan and practise with the IT equipment (2006, page 161 – 177).
Reference list
Ashburn, E. A., Floden, R. E. (2006) Meaningful Learning Using Technology - what educators need to know and do. New York, Teachers College Press.
2010-07-18
Analysis 2 Podcasting
Podcasts are a video and audio display that is recorded and viewed via the web. Podcasts are a great tool to use when teaching as they allow the students to explore new ways of doing things. By this I mean in the students approach to responding to a project, it allows the student to be innovative, creative and learn social skills while building relationships and using team work. Podcasts can be costly to set up and maintain as well as time consuming but in the hands of a well trained and highly organised teacher the benefits out way the disadvantages and the student’s results speak for themselves.
The technology skills that the students learn include editing and formatting using cameras, microphones, lighting and computers. Campbell, G. confirms the technology skills gained through using Podcasting along with the right guidance and scaffolding the students can “create a powerful analytical and synthetic work” (2005, page 36). When using the equipment the students also pick up the IT language.
Using the Podcast as a classroom project allows the students to develop and understand not only the linguistic of ICT but they learn skills like Interviewing and researching as well as learning to work in a group. Campbell, G. makes it clear that not only do students learn to develop their multimedia languages but the students who come to class with a strong understanding of ICT disserve the right to be challenged and exposed to ICT tools and these students play a vital role in helping others students to build self confidence (2005, page 36-38).
When we look at students building up self confidence while using ICT as teachers we can look at the tasks we set for our students and the format in which we choose. Co-operative learning can play a big part in students being able to learn from each other and support one another. Krause, et. al., explains the benefits of students working in groups, the students who are not as confident or not understanding the task can look at others and ask questions and the students who are confident and who have been asked questions are challenged in their response and can take on a teacher role. Co-operative therefore supports the teacher as they are responsible for a large number of students which are all individuals and have different learning needs and levels. Also some students can be disruptive and/or time dependent on the teacher.
Disengaged students can benefit from teaching approaches such as Podcasting because Podcasts are a form of ICT and require many different jobs/roles or skills to be successfully produced. Students in a class have different skills not all academic often find Podcasting enjoyable and are better behaved as they have ownership, feel helpful and become an active member of the group. Campbell, G. mentions Podcasting as way for individuals to communicate about things they love and that it often comes from their hearts (2005, page 42), as a teacher this information is so important as it gives you the understanding to teach topics in a way to inspire and allow students to be creative and passionate. When looking at the benefits you must also look at the disadvantages which include funding and time spent resolving IT issues.
To plan a lesson or project which involves using Podcasting you must first have the equipment and access to computers, internet, digital cameras and editing programs. This can be difficult to access for a large number of students and can be very expensive. This is defiantly a disadvantage of planning to use Podcasting as an intergraded IT tool into a classroom. Another disadvantage can be problem shooting IT issues and teacher time spent on giving instructions repetitively. If you have a focussed teaching team I believe that you can help influence the funding towards IT and employee an IT technician or spend provide the teachers with adequate professional development time to gain the competency skills to pass onto students.
Overall the benefits of integrating ICT in the form of Podcasting out way the disadvantages. ICT provides students with an inclusive environment where students learn at their own pace and are challenged through their thinking by learning skills to problem solving, researching, exploring and implementing new skills. This is achieved by having competent teachers who have the tools to be able to problem solve IT issues or have the procedure in place to call upon an IT guru. Teachers who are well trained and well equipped have little problems with ICT and find it enjoyable and rewarding using ICT in the classroom. Chan, A., Mark, J., Lee, W., agree that Podcasting is a great tool to use in the classroom as it allows for a flexible learning environment that is innovative and can allow students to overcome anxiety by pre reading class text or to be able to revisit class lectures via a podcast. They also discuss the mobile learning benefits of allowing students a hands free situation for multitasking.
Reference Lists
Campbell, G. (2005) There is something in the air podcasting in education. Educause review, November/December. Retrieved July 12, 2010, from soton.ac.uk
Chan, A., Mark, J., Lee, W. (2005) AN MP3 A DAY KEEPS THE WORRIES AWAY:
Exploring the use of podcasting to address preconceptions and
alleviate pre-class anxiety amongst undergraduate information
technology students. Charles Sturt University student experience conference 2005. Retrieved July 11, 2010, from http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.115.1023
Tynan, B., Colbran, S. (2006) Podcasting, student learning and expectations. Centre for teaching and learning University of New England. Retrived July 14, 2010, from
ascilite.org.au
Krause, K., Bochner, S., Duchesne, S., & McMaugh, A. (2010) Educational psychology for learning & teaching (3rd ed.). South Melbourne, Australia: Cengage Learning Australia.
The technology skills that the students learn include editing and formatting using cameras, microphones, lighting and computers. Campbell, G. confirms the technology skills gained through using Podcasting along with the right guidance and scaffolding the students can “create a powerful analytical and synthetic work” (2005, page 36). When using the equipment the students also pick up the IT language.
Using the Podcast as a classroom project allows the students to develop and understand not only the linguistic of ICT but they learn skills like Interviewing and researching as well as learning to work in a group. Campbell, G. makes it clear that not only do students learn to develop their multimedia languages but the students who come to class with a strong understanding of ICT disserve the right to be challenged and exposed to ICT tools and these students play a vital role in helping others students to build self confidence (2005, page 36-38).
When we look at students building up self confidence while using ICT as teachers we can look at the tasks we set for our students and the format in which we choose. Co-operative learning can play a big part in students being able to learn from each other and support one another. Krause, et. al., explains the benefits of students working in groups, the students who are not as confident or not understanding the task can look at others and ask questions and the students who are confident and who have been asked questions are challenged in their response and can take on a teacher role. Co-operative therefore supports the teacher as they are responsible for a large number of students which are all individuals and have different learning needs and levels. Also some students can be disruptive and/or time dependent on the teacher.
Disengaged students can benefit from teaching approaches such as Podcasting because Podcasts are a form of ICT and require many different jobs/roles or skills to be successfully produced. Students in a class have different skills not all academic often find Podcasting enjoyable and are better behaved as they have ownership, feel helpful and become an active member of the group. Campbell, G. mentions Podcasting as way for individuals to communicate about things they love and that it often comes from their hearts (2005, page 42), as a teacher this information is so important as it gives you the understanding to teach topics in a way to inspire and allow students to be creative and passionate. When looking at the benefits you must also look at the disadvantages which include funding and time spent resolving IT issues.
To plan a lesson or project which involves using Podcasting you must first have the equipment and access to computers, internet, digital cameras and editing programs. This can be difficult to access for a large number of students and can be very expensive. This is defiantly a disadvantage of planning to use Podcasting as an intergraded IT tool into a classroom. Another disadvantage can be problem shooting IT issues and teacher time spent on giving instructions repetitively. If you have a focussed teaching team I believe that you can help influence the funding towards IT and employee an IT technician or spend provide the teachers with adequate professional development time to gain the competency skills to pass onto students.
Overall the benefits of integrating ICT in the form of Podcasting out way the disadvantages. ICT provides students with an inclusive environment where students learn at their own pace and are challenged through their thinking by learning skills to problem solving, researching, exploring and implementing new skills. This is achieved by having competent teachers who have the tools to be able to problem solve IT issues or have the procedure in place to call upon an IT guru. Teachers who are well trained and well equipped have little problems with ICT and find it enjoyable and rewarding using ICT in the classroom. Chan, A., Mark, J., Lee, W., agree that Podcasting is a great tool to use in the classroom as it allows for a flexible learning environment that is innovative and can allow students to overcome anxiety by pre reading class text or to be able to revisit class lectures via a podcast. They also discuss the mobile learning benefits of allowing students a hands free situation for multitasking.
Reference Lists
Campbell, G. (2005) There is something in the air podcasting in education. Educause review, November/December. Retrieved July 12, 2010, from soton.ac.uk
Chan, A., Mark, J., Lee, W. (2005) AN MP3 A DAY KEEPS THE WORRIES AWAY:
Exploring the use of podcasting to address preconceptions and
alleviate pre-class anxiety amongst undergraduate information
technology students. Charles Sturt University student experience conference 2005. Retrieved July 11, 2010, from http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.115.1023
Tynan, B., Colbran, S. (2006) Podcasting, student learning and expectations. Centre for teaching and learning University of New England. Retrived July 14, 2010, from
ascilite.org.au
Krause, K., Bochner, S., Duchesne, S., & McMaugh, A. (2010) Educational psychology for learning & teaching (3rd ed.). South Melbourne, Australia: Cengage Learning Australia.
2010-07-16
What is Podcasting?
Pod-casting is a way of publishing audio or video files on to the web. Pod-casts can be accessed from IPods, Phone's and computers via the Internet and you can follow Podcast via a Really Simple Syndication (RSS) feed. Pod-casting allows for flexible learning as students can download and either listen to or view in their own time. This includes while exercising or while sitting in front of a computer.
Campbell, G. Mentions that Pod-casting is flexible as it allows the person listening to the Podcast to have music playing in the background or the individual could be participating in another activity. On the flip-side of viewing Pod-casts, it can be very beneficial to produce a podcast. Skills required to produce a podcast include, script writing, interviewing, producing, IT skills and co-operative learning.
The use of Pod-casting during my degree has allowed me to have a flexible learning environment as I can listen to any missed lectures or if I miss information in a lecture I can review it at home through the University web site Moodle.
Reference list
Campbell, G. (2005) There is something in the air pod-casting in education. Educate review, November/December. Retrieved July 12, 2010, from soton.ac.uk
Campbell, G. Mentions that Pod-casting is flexible as it allows the person listening to the Podcast to have music playing in the background or the individual could be participating in another activity. On the flip-side of viewing Pod-casts, it can be very beneficial to produce a podcast. Skills required to produce a podcast include, script writing, interviewing, producing, IT skills and co-operative learning.
The use of Pod-casting during my degree has allowed me to have a flexible learning environment as I can listen to any missed lectures or if I miss information in a lecture I can review it at home through the University web site Moodle.
Reference list
Campbell, G. (2005) There is something in the air pod-casting in education. Educate review, November/December. Retrieved July 12, 2010, from soton.ac.uk
Disadvantages of podcasting
Disadvantages of using pod-casting in a classroom environment is spending time giving and repeating instructions and fixing IT issues. Any ICT activity also requires a lot of resources being the IT equipment, server issues and funding for maintenance, equipment and a technician. J.Blackmore, L. Hardcastle, et. Al. agrees that it is difficult to integrate ICT into the classroom as the teachers spend a lot of time giving instructions and problem shooting IT issues. The teachers also felt that because of the instructional time the students missed out on time to practice and develop the skills being taught (2003, page 203)
Tynan, and Colbran, agree that the overheads for implementing ICT is high and that there is a lack of visual link to overheads, power-points, writing on the board and face to face learning. They go on to say that the quality of Pod-casting can be lacking due to peripheral sound, delays in availability and download times (2006, page 831).
Reference list
Tynan, B., Colbran, S. (2006) Pod-casting, student learning and expectations. Centre for teaching and learning University of New England. Retrieved July 14, 2010, from
ascilite.org.au
Blackmore, J., Hardcastle, L., Bamblett, E., Ownens, J. (2003).
Effective Use of Information and Communication Technology (ICT) to Enhance Learning for Disadvantaged School Students. Deakin University, Retrieved July 11, 2010, from www.dest.gov.au/NR/rdonlyres/D63F92A3-6931.../ICTreport.pdf.
Tynan, and Colbran, agree that the overheads for implementing ICT is high and that there is a lack of visual link to overheads, power-points, writing on the board and face to face learning. They go on to say that the quality of Pod-casting can be lacking due to peripheral sound, delays in availability and download times (2006, page 831).
Reference list
Tynan, B., Colbran, S. (2006) Pod-casting, student learning and expectations. Centre for teaching and learning University of New England. Retrieved July 14, 2010, from
ascilite.org.au
Blackmore, J., Hardcastle, L., Bamblett, E., Ownens, J. (2003).
Effective Use of Information and Communication Technology (ICT) to Enhance Learning for Disadvantaged School Students. Deakin University, Retrieved July 11, 2010, from www.dest.gov.au/NR/rdonlyres/D63F92A3-6931.../ICTreport.pdf.
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