This document discusses podcasting and related topics. It defines a podcast as an audio recording distributed online that can be downloaded to devices like PCs and phones. Podcasts use RSS feeds to syndicate files to users. Types of podcasts include audio, enhanced audio with images, and video. Skills developed through podcasting include collaboration, writing, speaking, presentation, communication, and media/information literacy. The document provides examples of classroom podcasts on topics like animal reports, character studies, and field trip recordings. It outlines the podcasting process and discusses listening to and creating podcasts.
Virtual teaching is becoming more common and important. Teachers need to learn how to effectively teach online through webinars, online classrooms, and course management systems. Social networking can also be used for educational purposes through sites like Facebook and Twitter. Teachers must consider how to safely and appropriately integrate these technologies and online platforms into their instruction.
This document discusses issues related to digital footprints and social media use. It provides tips for students and teachers on maintaining appropriate online profiles and behaviors. Specific issues addressed include the permanence of online content, employers screening social media, cyberbullying, and legal issues around sexting and inappropriate social media posts. Educators are encouraged to discuss digital citizenship with students and set clear guidelines for online conduct.
This document provides information about professional development opportunities and resources for educators using educational technology. It lists several newsletters, publications, organizations, and conferences that educators can utilize for staying current on emerging technologies. It also discusses using Twitter as an informal way for educators to network and learn from each other. Guidelines are provided for live blogging conference sessions to share key insights and allow remote participation. Educators are assigned the task of live blogging one session and posting on Twitter about sessions and other educators' live blogs.
The document provides an agenda for a webinar on February 2nd and 3rd that includes reflecting on the webinar, sharing professional resources, using a Drop.io site, and working on a point/counterpoint project. It outlines the requirements for the 50-minute point/counterpoint presentation, which must include a video, research-based resources, different opinions on the issue, and equal time to all sides of the argument. Homework includes preparing for the point/counterpoint project by posting resources to a Drop.io site and working on a draft article.
This document summarizes a webinar presentation about using webinars in K-12 education. It discusses why schools are incorporating more online learning and webinars, provides examples of how teachers can use webinar platforms like DimDim to provide instruction, and outlines best practices for conducting an effective webinar session, including being well prepared, allowing participant interaction, and addressing any technical difficulties that arise.
This document discusses using video games in the classroom. It provides statistics on video game usage among children and benefits of video games. It then describes a project by University of Michigan teaching interns to integrate various video games into K-8 classrooms. The interns selected games like Wii, Minecraft, and iPad games. They developed lesson plans around these games to teach skills like journalistic writing, procedural writing, and geography. The document discusses lessons learned and management strategies for implementing video games in the classroom. It provides examples of lesson plans developed around the games.
This document outlines Liz Kolb's idea for developing a virtual conference using free online tools to provide ongoing professional development for teachers. It describes concerns with traditional PD models and Liz's specific problem of connecting with alumni worldwide. The document then details the steps to creating a virtual conference, including forming a committee, investigating free synchronous meeting rooms, developing a website using Google Drive, collecting data, and advertising the event using social media. Tips are provided for preparing presenters, moderating sessions, and potential funding sources. The goal is to create an affordable, accessible community for teacher learning and networking.
This document discusses how schools are using students' personal mobile phones to enhance and extend learning. It provides examples of projects where students used the multimedia, communication, and location-based capabilities of their phones for educational purposes in various subjects like science, history, and language arts. It also addresses mobile safety, appropriate use policies, and obtaining parental permission when using personal student devices for educational activities and assignments.
This document provides information on using blogs, wikis, and social bookmarking tools in education. It begins by outlining different uses of blogs, such as for individual journaling, class websites, and showcasing student work. Examples are given of popular blogging platforms suitable for both students and teachers. Wikis are then discussed and compared to blogs, noting that wikis allow for collaborative work and data sharing, while blogs are more individual. Popular wiki platforms are listed and examples given of their use in classroom projects and websites. Finally, social bookmarking is explained as a way to collaboratively tag and organize web resources, with suggestions for how it can be used to share curriculum resources among students and teachers.
This document discusses podcasting and its uses for education. It defines a podcast as an audio recording distributed online that can be downloaded to devices. Podcasting uses RSS feeds to syndicate audio or video files to users. The document outlines different types of podcasts and skills learned from creating podcasts, such as collaboration, writing, and technology skills. It provides examples of classroom podcasts on topics like animal reports, field trips, and book character interviews. Guidelines are presented for the podcasting process and assessing podcasts with a rubric. Professional education podcasts are noted as a form of teacher development.
Podcasting allows users to publish audio files on the internet that others can subscribe to and automatically receive new files. It became popular in 2004, primarily used for sharing audio content. Podcasting at Pt England School encourages students to develop reading, writing, listening, speaking and social studies skills through creating podcasts that can be shared globally. Teachers need a computer, microphone, and audio recording/encoding software to create podcasts with students.
This document provides an overview of podcasts including:
1) Podcasts can be pre-recorded audio or video programs that are usually recorded as MP3 files and can be created using audacity software.
2) Existing podcasts on topics like news can be found and used for instruction or teachers and students can create their own podcasts.
3) Podcasts can be shared through platforms like iTunes, edublogs, and podomatic by storing them and selectively sharing via RSS feeds or making them openly available.
Podcasting can be used in education to provide audio content that students can listen to on various devices. It allows for differentiated instruction by providing choice in content and how students demonstrate mastery. Research shows that podcasting engages different learning styles and develops 21st century literacies. It is a cheap publishing platform that teachers can use to provide tutorials, enrichment, and more for students.
This document provides an overview of podcasts including what they are, why they are useful for education, and how to create and publish a podcast. Some key points:
1) Podcasts are audio or video files that are distributed over the internet through RSS feeds and can be listened to on computers or mobile devices.
2) They are useful for education as they allow sharing of information, developing student skills, and providing differentiated instruction.
3) Creating a podcast involves planning content, recording audio, editing the recording, and publishing the file through a blog or webpage along with an RSS feed.
Podcasting allows for the distribution of various types of audio content through RSS feeds. Common uses include educational podcasts where teachers can deliver lessons or students can create podcasts to demonstrate learning. While traditionally audio files in MP3 or other formats, podcasts can also include other media like videos through the RSS feed enclosure. There are also no size limits, though larger files may deter some listeners, and various software options exist to help create podcasts.
Podcasting allows for the distribution of various types of audio content through RSS feeds. Common uses include educational content like lectures or interviews, music, and storytelling. To create a podcast, one records audio, adds it to an RSS feed, and publicizes the podcast. There are no strict size limits but larger files may deter some listeners, and popular formats are MP3 and M4A.
Podcasting can be used in education in various ways to support classroom instruction and develop students' skills. It allows students to create audio recordings that can be used to explain concepts, conduct interviews, and recreate historical events. There are many free and inexpensive tools available to help students create podcasts. Teachers should consider the target audience and focus on quality over quantity when developing educational podcasts.
This document provides an overview of different technologies that can be used to improve literacy in elementary schools. It discusses how technologies like computers, software programs, eBooks, and online tools can be used to support reading, writing, research, and collaboration. Specific technologies mentioned include word processing, desktop publishing, multimedia compositions, online publishing, email/bulletin boards, search engines, and collaborative online spaces. Presentation, assessment, and scaffolding functions of technologies are described. Podcasting, blogging, and wikis are also introduced as expressive technologies students can use. Potential benefits and examples of implementing these technologies in the classroom are provided.
The document discusses podcasting and its pedagogical uses. It begins with workshop objectives on describing, creating, and discussing podcasting. It then defines podcasting as multimedia files distributed over the internet for playback on mobile devices. The document outlines how to create podcasts using various recording and editing software. It discusses the pedagogical theories of constructivism that support using podcasting for learning, such as allowing students to construct knowledge by creating podcasts. Throughout, it provides examples of how podcasts can be used for lectures, student projects, and mobile learning.
Rosenberg Podcastin In The Classroom Lis460jenming
This presentation introduces podcasting as a tool for teachers and students. It provides an example of a summer reading book review podcast created by students. Potential benefits of podcasting in the classroom include increased student motivation and engagement through hands-on projects. Suggested ideas for podcasts include book reviews, oral histories, interviews and more. Resources are shared for podcast creation and publishing software as well as examples of award-winning student podcasts.
The document discusses producing a creative representation of a literary text through applying multimedia and ICT skills. It provides definitions and examples of key terms related to media, interaction, information and communication technology, and multimedia. These include blogs, mind mapping, text tula, slideshow presentations, tag clouds, video, podcasts, vodcasting, adaptation, problem solving, self-assessment and peer assessment. The document explains how literary texts can be adapted using these multimedia tools and how students can assess their own and each other's creative works.
This document discusses how podcasts can be used in the classroom. It provides examples of lesson types that can be incorporated into podcasts, such as book reviews, newscasts, and instructional radio programs. The document also outlines the steps to create a podcast, including writing a script, recording the audio file, saving it in MP3 format, and uploading and sharing the podcast online. Finally, it notes that podcasts align with Common Core speaking and listening standards and allow teachers to integrate technology into lessons.
Podcasts are audio or video files that are distributed over the Internet and can be downloaded to computers or mobile devices. They use RSS feeds to syndicate content to users. Common file formats include MP3, MP4, and MOV. Podcasts can be used in education for things like personal narratives, oral histories, vocabulary practice, and student reports. Teachers should decide on a topic, write a script, record audio/video, and post the podcast online.
The document provides an overview of podcasting basics and instructions for creating a podcast. It discusses planning a podcast by writing a script, recording audio, editing the audio, adding music, and exporting the final podcast as an MP3 file. The workshop objectives are to view sample podcasts, write a script, record and edit a simple podcast using free software, and publish the podcast online.
This document provides an overview of podcasting and its educational value. It discusses what podcasting is, its origins, how to create a podcast with tools like Audacity and GarageBand, and how to share a podcast using sites like Podomatic. It outlines the educational benefits of podcasting such as building research skills, developing public speaking skills, and allowing for differentiation and peer assessment. Examples of podcast ideas and resources for creating podcasts are also provided.
The document discusses using podcasts to enhance learning in the classroom. Podcasts are audio or video files that can be downloaded and listened to online. They are a unique tool that more teachers should utilize. Podcasts are helpful for ESL students and auditory/visual learners. They provide access to primary source documents and speeches from the past. Podcasts also allow students to demonstrate their mastery of topics by creating their own podcasts.
The document discusses using podcasts to enhance learning in the classroom. Podcasts are audio or video files that can be downloaded and listened to online. They are a unique tool that more teachers should utilize. Podcasts are helpful for ESL students and auditory/visual learners. They provide access to primary sources and past events. Podcasts also allow students to demonstrate their mastery of topics by creating their own podcasts.
Podcasting and vodcasting for sharing learningalicemanning
The document discusses using podcasting and vodcasting to share learning through tools like SonicPics on the iPod. It provides examples of how students can create slideshow movies with images and narration to share ideas, perspectives an reviews. Schools discussed used podcasting to create class newsletters, presentations, interviews and virtual field trips to engage students and provide alternative assessments. Creating podcasts allows mobility, reinforcement of concepts and global outreach.
This document discusses using gamification in education. It describes common struggles teachers hear from students and how gamification may help address them. Elements of gamification are explained, like badges, quests, leveling up, and leaderboards. The document then shares a teacher's experience gamifying their class using a virtual world called 3DGameLab. Students earned badges and XP for completing quests. While student choice was high and feedback was immediate, some students felt overwhelmed. The teacher concluded gamification provided useful data but was difficult to fully implement and assess.
This document outlines steps for developing a synchronous virtual conferencing platform for K-12 professional development. It proposes creating a free conference using Google tools that allows ongoing professional learning communities for teachers. Key steps include forming a committee, investigating free virtual meeting rooms, developing a free website for registration and scheduling, collecting data in Google Drive, and providing advertising, support for presenters, and continuing education credits. The goal is to provide an affordable and accessible virtual solution for ongoing teacher training and networking.
This document discusses merging social networking technologies like Edmodo into book clubs for middle school students. It provides context that preservice teachers have used Edmodo for classroom management and will now lead book clubs. It notes difficulties with middle school book clubs and lists literacy goals. The document then describes an example activity where students take on roles as historical women figures and interact on Edmodo, meeting engagement, enhancement and extension goals. Finally, it discusses transferring the Edmodo model to developing discussion in middle school book clubs.
Students' cell phones can be used to enhance and extend learning both in and outside of the classroom. Three ways this can be done include:
1) Increasing classroom participation through polling apps and discussion boards that allow anonymous student responses.
2) Extending learning beyond the school day through text message assignments over breaks and sending educational videos and pictures from field trips.
3) Bridging the digital divide by allowing students without internet access at home to follow experts on Twitter through text messages and take online quizzes on their phones.
This document provides an agenda and overview for a presentation on using student cell phones to increase participation and extend learning. The presentation covers topics like using text messaging tools for in-class activities, sending text alerts to students, taking pictures/videos on field trips and submitting them via phone, creating podcasts, and using phones to access the internet and bridge the digital divide. It also includes steps for integrating cell phone use, including surveying students, discussing mobile safety, creating classroom rules via a social contract, and obtaining parent permission. The goal is to demonstrate how cell phones can engage students and improve learning when used appropriately in the classroom.
This document outlines learning activities that use student cell phones in grades 6-12. It discusses using cell phones to increase participation and communication through tools like Wiffiti, extending learning beyond the school day via podcasting apps, and addressing the digital divide by allowing access via mobile internet. Examples are given of using cell phones for subjects like history, English, science and math. QR codes, mobile blogging, and connecting lessons to real world examples are also presented.
This document provides guidance for teachers on how to safely and appropriately integrate text messaging and student cell phones into classroom learning. It outlines a 7-step process for teachers that includes: conducting a student survey, discussing mobile safety and appropriate use, creating a social contract with rules and consequences, obtaining parent permission, providing alternatives for students without phones, holding a parent information night, and starting slowly while providing reminders and feedback. Various classroom examples are given for using text messaging and apps in subjects like social studies, science, English, and mathematics. The document emphasizes mobile safety, responsible use, and obtaining necessary approvals before incorporating student cell phones into lessons.
This document provides an overview of how cell phones can be used in educational settings to enhance learning. It discusses using cell phones to increase participation and communication, bridge the digital divide, and improve on traditional learning activities. Examples are given of projects where students used cell phones to take pictures on field trips, create podcasts, conduct surveys, and more. The document stresses the importance of discussing mobile safety and appropriate use with students.
This document discusses the use of mobile devices like cell phones and iPods in K-12 classrooms. It provides examples of how teachers have incorporated these tools to engage students and enhance learning. These include having students translate passages from Romeo and Juliet into text speak, create mobile novels, use QR codes to access information on field trips, and send photos from field trips to online sharing sites. The document also addresses concerns around students using their own devices in class and provides examples of classroom mobile use policies.
The document discusses using mobile devices like cell phones and iPods in K-12 classrooms. It provides examples of schools that have relaxed policies to allow educational use of mobile devices, including one principal who found most students already had phones. The document outlines ways teachers have used mobile devices to improve participation, communicate with parents and students, extend learning outside of class, and connect classroom lessons to the real world. These include translating Shakespeare to text speak, creating mobile novels, using QR codes and mobile apps for assignments, and recording field trips. Benefits mentioned are increased participation, communication, and engaging students with technology they use outside of school.
This document discusses the importance of educating students and parents about appropriate and safe use of social media like Facebook. It notes that students often lack awareness of privacy issues and the permanent nature of online posts. Employers now regularly screen candidates' social media, and inappropriate content can hurt job prospects. The document reviews Facebook's privacy policies and shares of user data with third parties. It argues schools must help students build positive digital footprints and social media experiences.
This document provides guidance on creating an effective online teaching portfolio using an ePortfolio platform. It outlines recommended sections for the portfolio including a teaching philosophy, credentials, lesson plans, references, and a unique feature. Tips are provided for each section, such as keeping the teaching philosophy short and concise or including pictures and media in lesson plans. The document also lists examples of existing student ePortfolios and provides reminders for maintaining an online presence and attending open labs for assistance.
This document discusses allowing student cell phone use in the classroom. It begins by outlining the benefits, such as using phones to bridge the digital divide, support learning anywhere and anytime, and extend learning beyond the classroom. Examples are given of projects where students used phones for tasks like mobile note taking, organizing schedules, podcasting, and connecting with real-world experiences. The document also discusses mobile career opportunities and increasing civic participation through technology. It concludes by providing recommendations for getting started with mobile learning programs and addressing safety considerations like cyberbullying.
This document discusses using student cell phones in the classroom. It begins by outlining the benefits of allowing cell phone use, such as bridging the digital divide, enabling learning anywhere and anytime, extending learning beyond the classroom, and preparing students for mobile careers and citizenship. It then addresses implementing a cell phone program by surveying students, establishing safety protocols, creating a social contract with input from students, and providing guidance on appropriate use. The document emphasizes engaging students in setting clear rules and consequences to ensure cell phones enhance rather than distract from learning.
Students and teachers at a school drafted a social contract for cell phone use in the classroom. They brainstormed rules and consequences, then narrowed it down to five clear rules based on business cell phone policies. The rules require phones to be on vibrate, kept in a designated area until use, and only allow publishing of media related to lessons with approval. A permission form will be sent home incorporating the rules and consequences. The social contract process engaged students in setting boundaries for appropriate mobile technology use in learning.
This document outlines three popular classroom projects that utilize cell phones: picture and video projects, oral language exams, and mobile blogging. The first project involves having students use their phones to take pictures or videos on assigned topics and submit them via text or email. The second uses voice over IP services like Google Voice for students to record and submit oral exam responses. The third project type discusses using mobile blogging platforms like Tumblr to allow students to directly post content from their phones. Examples and resources are provided for implementing each of these three mobile learning projects.
The document discusses several legal and safety issues related to technology integration in the classroom. It covers the Children's Internet Protection Act (CIPA) and requirements for monitoring student computer and internet use. It also addresses copyright concerns, internet safety best practices, cyberbullying, and recommendations for educating students and parents on digital citizenship.
This document discusses 6 favorite Web 2.0 projects that can be used in any grade level classroom. It defines Web 2.0 as the read/write web that enables collaboration and constructing knowledge online. Some highlighted projects include publishing children's books online using Tikatok or Textnovel, creating podcasts using Aviary, blogging using Blogger or Wordpress, creating digital newsletters using Letter Pop, making avatars using Voki, and telling digital stories using Voicethread or Animoto. The document also discusses concerns like needing broadband access and digital footprints, and provides examples and resources for professional development.
This document discusses issues related to digital footprints and social media use. It provides tips for students and teachers on maintaining appropriate online profiles and privacy settings to avoid negative consequences. Specific issues addressed include cyberbullying, employer screening of social media, and "sexting" among minors which in some cases has led to child pornography charges. The document stresses that nothing posted online is truly private or anonymous and encourages thoughtful online behavior to avoid legal and employment problems.
This document provides an overview of 21st century learners and how technology is impacting education. It discusses how students today are digital natives who are used to learning collaboratively using technology anytime and anywhere. Research shows students want to use their own devices in school. The document also explores how skills like social media use and video games are becoming important for jobs and citizenship. Several examples are given of K-12 schools integrating technology through projects using cell phones, wikis, podcasting and gaming. Challenges and debates around technology in education are also summarized.
DefCamp_2016_Chemerkin_Yury-publish.pdf - Presentation by Yury Chemerkin at DefCamp 2016 discussing mobile app vulnerabilities, data protection issues, and analysis of security levels across different types of mobile applications.
It's your unstructured data: How to get your GenAI app to production (and spe...Zilliz
So you've successfully built a GenAI app POC for your company -- now comes the hard part: bringing it to production. Aparavi addresses the challenges of AI projects while addressing data privacy and PII. Our Service for RAG helps AI developers and data scientists to scale their app to 1000s to millions of users using corporate unstructured data. Aparavi’s AI Data Loader cleans, prepares and then loads only the relevant unstructured data for each AI project/app, enabling you to operationalize the creation of GenAI apps easily and accurately while giving you the time to focus on what you really want to do - building a great AI application with useful and relevant context. All within your environment and never having to share private corporate data with anyone - not even Aparavi.
The Zaitechno Handheld Raman Spectrometer is a powerful and portable tool for rapid, non-destructive chemical analysis. It utilizes Raman spectroscopy, a technique that analyzes the vibrational fingerprint of molecules to identify their chemical composition. This handheld instrument allows for on-site analysis of materials, making it ideal for a variety of applications, including:
Material identification: Identify unknown materials, minerals, and contaminants.
Quality control: Ensure the quality and consistency of raw materials and finished products.
Pharmaceutical analysis: Verify the identity and purity of pharmaceutical compounds.
Food safety testing: Detect contaminants and adulterants in food products.
Field analysis: Analyze materials in the field, such as during environmental monitoring or forensic investigations.
The Zaitechno Handheld Raman Spectrometer is easy to use and features a user-friendly interface. It is compact and lightweight, making it ideal for field applications. With its rapid analysis capabilities, the Zaitechno Handheld Raman Spectrometer can help you improve efficiency and productivity in your research or quality control workflows.
Finetuning GenAI For Hacking and DefendingPriyanka Aash
Generative AI, particularly through the lens of large language models (LLMs), represents a transformative leap in artificial intelligence. With advancements that have fundamentally altered our approach to AI, understanding and leveraging these technologies is crucial for innovators and practitioners alike. This comprehensive exploration delves into the intricacies of GenAI, from its foundational principles and historical evolution to its practical applications in security and beyond.
Garbage In, Garbage Out: Why poor data curation is killing your AI models (an...Zilliz
Enterprises have traditionally prioritized data quantity, assuming more is better for AI performance. However, a new reality is setting in: high-quality data, not just volume, is the key. This shift exposes a critical gap – many organizations struggle to understand their existing data and lack effective curation strategies and tools. This talk dives into these data challenges and explores the methods of automating data curation.
Smart mobility refers to the integration of advanced technologies and innovative solutions to create efficient, sustainable, and interconnected transportation systems. It encompasses various aspects of transportation, including public transit, shared mobility services, intelligent transportation systems, electric vehicles, and connected infrastructure. Smart mobility aims to improve the overall mobility experience by leveraging data, connectivity, and automation to enhance safety, reduce congestion, optimize transportation networks, and minimize environmental impacts.
Retrieval Augmented Generation Evaluation with RagasZilliz
Retrieval Augmented Generation (RAG) enhances chatbots by incorporating custom data in the prompt. Using large language models (LLMs) as judge has gained prominence in modern RAG systems. This talk will demo Ragas, an open-source automation tool for RAG evaluations. Christy will talk about and demo evaluating a RAG pipeline using Milvus and RAG metrics like context F1-score and answer correctness.
"Hands-on development experience using wasm Blazor", Furdak Vladyslav.pptxFwdays
I will share my personal experience of full-time development on wasm Blazor
What difficulties our team faced: life hacks with Blazor app routing, whether it is necessary to write JavaScript, which technology stack and architectural patterns we chose
What conclusions we made and what mistakes we committed
2. What is a Podcast?iPod + Broadcast=PodcastAn audio recording that is distributed via the internet.It can be downloaded and listen to via a PC or mobile deviceIt has a syndicated feed that uses RSS to pull the files to the user
3. Types of PodcastsAudio (MP3 format)Enhanced Audio-with images (Mv4 format)Video (mpg4 or mov format)PDF (ebooks)
4. Skills learned from PodcastingCollaboration skills : working in groups on different segments of the podcast, tying in and back to a story that was developed by the entire class.Writing skills: creative & descriptive writing, sequencing, editing and revising scriptsSpeaking skills: speaking slowly, fluently, clearly and with expression in their voicesPresentations skills: being able to express themselves orallyCommunication skills: being able to convey and teach information to others (not only in their physical location and presence, but also in virtual time and from places around the world.Oral fluency: increase awareness of their voice, speed and its rhythm.Auditory skills: practice listening skills, address auditory learning styles(Digital) storytelling skills: being able to weave information and facts preciously learned into a creative story, form a “relationship” with the content presented, entertain others through creative narrative.Media literacy: different types of podcasts (narrative, informational, storytelling, conversational, collaborative, interview style, etc), understanding different components of a podcast episode, being able to express themselves in different media.Information literacy: integrating, expressing and transmitting information in a variety of media.Technology skills: exposure to sound editing software, such as Garageband
5. 7 top job skills of 2011Critical Thinking and Problem-solvingCollaboration Across Networks and Leading By InfluenceAgility and Adaptability Initiative and EntrepreneurialismEffective Oral and Written CommunicationAccessing and Analyzing InformationCuriosity and Imagination
6. Ideas for PodcastsPersonal Narratives, Original Work..PoetryMock Conventions or Science FairsOral historiesVocab and/or concept practiceBrainstorming SessionsOverview of unitOral Reports or SpeechesRadio Theater or broadcastsRadio commercialsInterviewsNewscast-Information for parents
8. Sample Classroom PodcastsEducators Podcasting Networkhttp://epnweb.orgWes Fryer’s Podcasting Sitehttp://teachdigital.pbwiki.com/podcastingPoems in Your Pocket (made with cell phones)http://emsdigitalpoetry.wikispaces.com/Poem+in+Your+Pocket+DayPodcastingwith 2nd Gradershttp://langwitches.org/blog/2009/10/19/we-podcasted-today-so-did-you-learn-anything/Series of Podcasts by 1st Graders at Lincoln Elementaryhttp://www.wiu.edu/thecenter/acttt/products/podcasts/firstlincoln.php
10. 1st Graders: Animal PodcastsStudents did research and wrote a report on an animal they chose. They picked pictures to go with their report and recorded their podcasts.http://www.lbschools.net/carver/Ahrens/1st_Grade_Animal_Podcasts/1st_Grade_Animal_Podcasts.html
11. 2nd grade lesson plan on using parent cell phones for podcasting at zoo field triphttp://www.docstoc.com/docs/2542801/How-to-Create-Audio-Files-using-Gabcast
12. 1st Grade Podcast: Character StudyI had started reading a chapter book called Vacation under the Volcano by Mary Pope Osborne from the Magic Tree House series with them.The idea was to pretend that we were interviewing Jack and Annie, the two main characters, about their latest adventure that had taken them to Pompeii.http://langwitches.org/blog/2009/12/11/podcasting-with-first-grade/
13. Podcasting ProcessDecide on the “type” of podcastRadio broadcast, Radio Theater, Interview…etcWrite a pitchParagraph on “this is a podcast about…”Get it approved by teacher, then…Write a scriptGet the Media Images, sounds, music…etcPractice, Practice, PracticeRecord the PodcastPost to the web
14. How can I listen to a podcast?RSSRich Site Summary OR Real Simple Syndication.
21. Screencasting AssignmentCreate a screencast tutorial of how-to use the web2.0 resource you selected for your web2.0 Smackdown.It should include:How to get startedThe different features of the resourceHow to create and finish the productEmbed to our class wiki and your blog before July 24th