File Converter

Bender file converter is something that I will use in my classroom and personally. By using the Bender converter, you can convert YouTube videos into many different forms (MP3, Wave, Flash, MPEG, etc.).  I was able to use this technology to convert this YouTube video into an MP3:

This was very simple with the Bender website, I only had to paste the URL of the video into the text box to convert my video to an MP3. I saved the MP3 to my Windows Media Player. This type of technology could be very useful in the classroom, as videos can be converted to other files, which can be saved on your computer for later viewing. By doing this, the video can become part of your media library, and you do not have to worry about the video no longer being available online. Files saved to the Bender file converter can be used in the classroom to play videos or songs that relate to the lesson being taught. This information can be viewed for students to review independently, which can allow for multiple viewings to increase comprehension. This technology makes your media more accessible. The ISTE NETS T standards that closely relate to this activity are: 3.a. and 2.a.By using this technology, teachers are able to adapt learning experiences that incorporate digital tools (YouTube video content) to promote student learning. Teachers are also able to demonstrate fluency in technology systems and the transfer of current knowledge to new technologies by using the Bender converter or any other file converter tool.

Jing Video Screencapture #2

 Jing is an exciting tool that was used earlier this semester. Now, I am using it to create an instructional video on how to use Wordle. I downloaded Jing earlier in the semester and used the tool to create a video. This was very easy to do. I then uploaded my video to my Screencast account. This technology provides an easy way to create instructional videos in the classroom. Jing could be used to create tutorials that students can view over and over, or could be used when students are absent. This tool could also be used in differential instruction to help students who are not comprehending the concept while the teacher helps the remainder of the class move on. The ISTE NETS T standards that relate this activity are: 1.d. and 3.c. By using Jing and Screencast, teachers can model knowledge construction by engaging in learning with students and colleauges in a virtual environment. Teachers are also able to communicate relevant information (lessons,activities,etc.) effectively to students and peers using a variety of digital-age media and formats (Jing and Screencast). My video can also be viewed at this link: screencast2.

Tiny cc/ Bitly

This assignment involved making URLs shorter.Shortening URLs is beneficial in many situations, such as: including URLs on a spread sheet, posting a URL in an e-mail or on Facebook, or text messaging a URL. Shorter URLs are easier to memorize, which could be useful in the classroom. First, I went to the Tiny website to learn about the shortening of URLs and then I chose a URL to shorten. I chose to shorten the URL:
http://www.amazingposts.com/2011/03/50-things-everyone-should-know.html?m=1. I then went to the URL shortening website Bitly and entered my chosen URL into the text box. This is my shortened URL:
http://bit.ly/dVywEH. The ISTE NETS T standards that relate to today's activity are: 3.a. and 2.c.. By shortening URLs, teachers are able to demonstrate transfer of current knowledge (the longer URL) to new technologies (the shorter URL). Also, teachers can customize learning activities to address diverse learning styles, working strategies, and abilities using digital tools and resources (such as providing a student with a list of URLs that can be used when completing an assignment).

Appropriate a YouTube Video

YouTube is a very popular internet site. I have always used it to watch music videos and tv clips, but had never thought of the potential educational value of YouTube videos. First, I had to find a YouTube video and download it onto my computer. After searching how to do this, I went to KeepVid.com, which is a website that allowed me to enter the URL of a YouTube video and save it to my computer. Next, I went to the martijndevisser.com website and downloaded the FLV player (it plays video files), which made it possible to watch the video on my computer. For the next part of the assignment, I needed to loop the YouTube video and upload it to my blog. In order to make my video loop, I used the website VTubeTools. I inserted the YouTube video i.d. into the text box and chose "yes" for the loop option under the settings. Finally, I was given the code to embed the looped video on my blog. By downloading a YouTube video onto a computer, teachers can easily access favorite educational videos to present to their class in a quick and dependable manner. This could also be used in a presentation. By looping the video, it can be played over again automatically, which can be convenient in the classroom environment or when giving a presentation. The ISTE NETS T standards that relate the these activities are: 2.b. and 3.d. By using YouTube videos for lessons, teachers can develop technology-enriched learning environments that enable students to manage their own learning (they can re-watch the video any time) and they are able to become active participants in their learning (as they could choose their own videos to watch related to a certain topic). Also, by using this technology, teachers are able to facilitate the use of current digital tools (YouTube or other video site) to support learning.

VoiceThread

VoiceThread is an interesting tool that can be used to by anyone to participate in a conversation. You can make comments, draw, add images/videos, and chat. My assignment was to participate in a VoiceThread,  where I was asked to give a little background on myself and my educational goals. I was able to upload a picture and hear the voices of other students in my class, which is an interesting occurrence  for an online course. This conversation can be found at the link: Who are you? VoiceThread is an awesome tool that could be used in online courses to ease the sense of "isolation" that often occurs in distance learning. This tool could also be used in a regular classroom for different projects and assignments. Students could have access to the tool at home, which could help them if they were absent from class. VoiceThread could be used as a means for students to express their opinions on a certain subject. VoiceThread activities are closely related to ISTE NETS T standards 1.d. and 3.c. VoiceThread allows teachers to model collaborative knowledge construction by engaging in learning with students in a virtual environment. Also, teachers can communicate information and ideas to students and colleagues by using digital tools (VoiceThread).

Podcast #2

I would integrate podcasting technology into my classroom for a variety of activities.Podcasting could be used when I am absent and dependent upon a substitute teacher to adequately deliver my lesson. This technology could also be useful for students who miss class (such as when an sports team has a tournament game during school hours and a large number of students will be absent). Podcasting could also be helpful for auditory learners. Students could also use this technology to create their own podcast for educational purposes.  A podcast activity that I would assign my hypothetical 7th grade Language Arts class would be to create and perform a play via podcast. This would meet WV CSO standard R.L.A.O.7.3.1.: Students are able to demonstrate effective oral communication skills through presentation of dramatization. This could be used with all students, including those receiving special education. Individual groups could record their play through Audacity and then uploaded it to the Podbean website. The podcast could be presented to the class through computer speakers, or downloading to an MP3 player. This activity would meet ISTE NETS T standards 1.c. and 2.b. Students would use collaborative tools to reveal and clarify creative processes through creating and performing their very own play. Students are also able to become active participants in managing their own learning through using technology, being creative, and collaborating with others.

Podcast #1

This was my first experiencing with podcasting and teaching a lesson. I was a little apprehensive about this assignment at first sight due to being unfamiliar with recording devices, but the Audacity website was very helpful and user friendly. With Audacity, I was able to create my podcast, add music, and manipulate sounds. I downloaded the Lame MP3 Encoder in order to export my podcast into MP3 format. The podcast was then stored on my computer. For the last step, to make my podcast available on the web, I uploaded my podcast onto Podbean.com, which was simple and easy. This assignment was a double whammy, as I learned about a  multitude of new technologies and  was able to gain experience with teaching a lesson.
This is the link to my podcast: Recognizing the Elements of Literature in a Short Story.
My script can be found at this link: Podcast script.
 The ISTE-NETS T standards related to this assignment are: 3.a., 2.c., and 3.c. By teaching a lesson through a podcast, teachers are able to customize learning activities to address students' diverse learning styles (such as auditory learners) using digital tools and resources (i-pods and other digital listening devices). By creating a podcast and making it available for students, teachers are able to demonstrate transfer of current knowledge to new technologies and situations (creating podcast, transferring it to MP3 format, and uploading it to a website to be viewed by students). Also, by using a podcast in the classroom, teachers are able to communicate information to students by using a digital age media (podcast).