Podcasting

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I. Information Access, Evaluation, Processing and Application Access, evaluate, process and apply information efficiently and effectively. 1. Identify, locate, retrieve and differentiate among a variety of electronic sources of information using technology. 2. Evaluate information critically and competently for a specific purpose. 3. Organize, categorize and store information for efficient retrieval. 4. Apply information accurately in order to solve a problem or answer a question. II. Communication A. Use technology effectively and appropriately to interact electronically. 1. Use telecommunications to collaborate with peers, parents, colleagues, administrators and/or experts in the field. B. Use technology to communicate information in a variety of formats. 1. Select appropriate technologies for a particular communication goal. 2. Use productivity tools to publish information. Use multiple digital sources to communicate information online.
 * Technology Standards Addressed**

III. Integrating Technology into the Curriculum and Instruction Design, implement and assess learning experiences that incorporate use of technology in a curriculum-related instructional activity to support understanding, inquiry, problem solving, communication and/or collaboration. 1. Assess students’ learning/ instructional needs to identify the appropriate technology for instruction. 2. Evaluate technology materials and media to determine their most appropriate instructional use. 3. Select and apply research-based practices for integrating technology into instruction. 4. Use appropriate instructional strategies for integrating technology into instruction. 5. Select and use appropriate technology to support content-specific student learning outcomes. 6. Develop an appropriate assessment for measuring student outcomes through the use of technology. 7. Manage a technology-enhanced environment to maximize student learning.

Reading/Language Arts Standards VSC - 3.3 Narrative Elements Elements of a story Details that create Mood and Setting Distinguish among types of narrative texts Analyze Characterization Relationships among characters, setting, events

VSC - 3.6 Theme Universal themes; main ideas; messages; morals; lessons learned (a)

VSC - 3.7 Language Use of dialogue contributes to a story

VSC - 3.8 Critical Evaluation Believability of character's actions and story events

In reading/language arts we have been puttin into practice using higher level thinking in order to respond to a story. With the novel The Mixed Up Files of Mrs. Basil E. Frankweiler we took at look at story and came up with questions that illustrated our deeper understanding of the characters of Claudia and Jaime. For the instructor artifact I used a powerpoint to display the questions and concepts that the students discussed in class. I had each student respond to the questions by switching to their avatar, reading the questions and commenting using recording or text. Some students choose to use the doodle feature in order to illustrate their points.
 * Lesson Plan Summary for Teacher Created and Student Created Artifacts:**

I was initially skeptical about using the voicethread. I found it easy to set up and easy to use but I was unsure how it would work in the classroom. The students liked talking into the MAC microphones (the headphones/microphones worked as headphones only). The problem was you could only do one student at a time and you needed total silence. I had to try to set the children up during a time when I knew that silence would be in the classroom and that was difficult. Once they got rolling I can see how they enjoyed it. I wished that I had more time to help them expand on their thoughts. I am going to work on that for next time. I want them to have fully developed thoughts before they respond. I know that for next time. Also I could have had them write summaries and incorporated that into the project. Amazing how I come up with this after the project is done and ready to submit.
 * Reflection:**