I did my screencasting assignment on showing how to do research from the UP databases. At first I wanted to do multiple videos, however that desire quickly changed. I realized how scattered that would be because doing research on the internet involves going back and forth to certain websites. So I decided to just make one long video that comes out to be roughly around 3 minutes. After a few takes, I realized how awkward I seemed to be while just being a voice while talking over a website. This was just something I had to get used to. Quicktime makes it incredibly easy due to its user-friendly-ness, so that helped out a lot.
I have learned that there is so much use in screencasting. I feel that I would have understood how to do research at UP if I just saw a ten minute video online on how to use the databases rather than going to an hour and a half class on how to research. Also, when trying to find my “embedded” code in order to put the video on this blog, I went to different videos on YouTube to see where the code was. The multiple advertisements I saw while searching for the code seemed to be all screencasted. It was here when I realized just how much everyone uses this tool. I think this is an immensely useful tool to use. I would definitely encourage teachers to know how to use screencasting because they can convey things to students via video in a much more applicable way than talking.
Here is my screencast video about doing research at UP!
Featured Image is called “Typewriter” by Charlene N Simmons
How does a human fulfill their hunger by looking at pictures? By looking at pictures of New Orleans cuisine of course! For this task, I pretended that I was collecting data for a presentation on New Orleans food and all that jazz (HA, get it? Jazz! Right). Anyway, I wanted to get pictures first so I went on the Flickr/creative commons search engine and started typing away. My first search was “red beans and rice” where I found a plethora of pictures that fit what I needed. Then, I searched “gumbo” and something strange happened: pictures of the food gumbo did not come up, but rather the word “gumbo” written in graffiti on random dilapidated walls. I had a hard time sifting through these, or finding an option to allow me to narrow my search result. Anyway, after enough scrolling I found an adequate picture of gumbo.
I put all of the pictures I was going to use for my hypothetical presentation on OneNote. And boy oh boy, the frustration of inept user friendliness in anything Microsoft shone through it–at least it is consistent with all other Microsoft designs. I did not understand the purpose of such an app. Am I to take my life notes on it? Take school notes? I appreciate its function to take in pictures and how easy it is to write under them (which is how I sourced all the pictures I used), but I just don’t see its necessity when planning such projects.
I really enjoyed the internet archive search bar. I think that will be incredibly useful to students who need to find information that may be outdated or thought to be off the internet. In my opinion, all of the tools in the “digital hygiene” section are great and they are able to teach students how to properly do research. If a student is able to master all of these techniques (as well as cite the original author properly) then they will undoubtedly be able to conduct research on a project/paper that they need to complete.
All in all, I liked this exercise because it forced me to surf search engines that I would have never gone on before. I love the “digital hygiene” and think that all of the links in it are essential in teaching digital literacy.
Picture: “Char-grilled Oysters” by Robert Kawasaki
Technology is going to have a greater impact on education more and more as the years roll by. It is imperative for a teacher to have the knowledge to use devices/gadgets/websites/apps to better prepare their students for life after school. This is why I feel it necessary to learn the basics and beyond about technology in the classroom. First off, I think it is essential to close the digital divide. In the two classrooms I have worked in (3rd grade and 6th grade), there have been students who had the latest version of a new phone and students who had obsolete versions of phones. To close the digital divide would not necessitate having a fundraiser to get every student on the newest, most updated form of technology, but rather to find a compatible system/app that works on all versions of their technology. For example, I would love how to show students how to use their cell phones as word processors. Since they (the 6th graders) are on their phone any chance they can get, it would behoove them to have homework where they need to write a few paragraphs using their phones. It is counterproductive to try to get students off their phone as much as possible because they are going to be on them no matter what. I believe it is crucial to find some way to use their personal technology (phone) as a method of learning in school.
I’d also like to explore the realms of collaborating digitally. My former 6th graders would have benefited immensely if they had to make a video on a YouTube channel where they spoke about the ancient Romans, teaching the class through their project. What are some different types of platforms on the web that students can use in order to teach the class about something (other than a PowerPoint)? Also, through learning about different types of platforms, I’d like to talk about “sharing” these projects with the student’s classmates. I am not too keen in online sharing and I think that would be essential to a student project.
I think (as of right now, at least) that the two most important modes of technologies in the classroom would be 1) utilizing the phone and 2) using technology for group projects. I look forward to seeing what other people think are the most important uses of technology in the classroom!