Mashing Literacy

Mcpherson, K (2008,Jan). Mashing literacy. 35 no5, 73-5.

Mr. Mcpherson describes the term mashing as the practice of combining or mashing two pieces of music together (usually hip hop) to create a new song. He also defines it as web-based applications by combining and integrating information from two or more sources into one new information form. He mentions the challenge that faces teacher-librarians trying to develop their students’ technology literacy, especially when working on online applications with auditory and visual learners. Thus, online mashup tools help in filling the gap for such learners.
Animoto Mashing:
The process of combining images and music in a video montage presentation style is called Animoto Mashing.
Advantages of Using Animoto:
It enables visual, aural, and textual learners to quickly create and communicate complex new and powerful stories and messages of a multimodal nature.
The Animoto presentation has the potential to reach larger audiences.
Teacher-librarians can use Animoto to expand students’ literacy concepts and communication practices beyond the reading and writing.
It attracts and engages the learners over long period of time.
Teacher-librarians can use Animoto to develop students’ online social skills.
Animoto provides students with both the information and the tools required to easily access creative common audio and images.
Disadvantages of Using Animoto:
· Animoto is a web-based application. It relies on the high speed internet connection. If you do not have access to the internet connection, you will not benefit from it.
· Licensing cost $30.00 per computer a year. Schools with low budget might not afford the service.
· Relative newness. (Still educators do not know how to fold this technology in the curriculum).
· The application does not provide users with tools for fine tuning their presentations.
Animoto helps students develop critical and communication skills. Students may record their own voices, and music. As a teacher of a foreign language I can apply this technology in teaching listening, use digital images in presenting new vocabulary items, and assigning listening material for homework etc...

How to Use Digital Images and Video

,Lindroth, L. K. How to use digital images and video. Technology in your classroom, Retrieved Dec. 16, 2009, from http://www.teachingk-8.com/archives/how_to/how_touse_digital_images_and_video.html



Mrs. Lindroth states that using video projects is an engaging way to incorporate technology in the core content. She thinks that the availability of free video editing software tools like Movie Maker and iPhotos makes it easy for every classroom to afford.
The article lists the reasons for embracing video and all its benefits to the curricular. Some of these reasons and benefits are:
The cost digital cameras (still images& video) has dropped and affordable for every classroom.
The wide range of choices and options provide easier access to digital still and video cameras that will fit the curricular needs.
The range of possibilities for video production in the classroom such as:
Electronic students’ portfolios for assessment and teacher portfolios for professional development.
Tutorials for management such as class rules and procedures.
Students’ projects.
Video for online classes.
I think that the use of video in teaching and learning brings life to the classroom and enhance the learning process, especially for visual learners.We can use digital cameras and video in all subjects such as language arts, science, math etc.. I used video images in teaching Arabic language. It is easy to use for both the teacher and the students.
Linda K. Lindroth is a technology editor and Web coordinator for teaching K-8. She is also a technology resource teacher in a K-5 computer lab in Lexington, KY.

Multimedia-casting Syndication for Educational Purposes Considerations of a Podcast for Use in Higher Education

O’ Toole, Gregory (2007). Multimedia- casting syndication for educational purposes considerations of a Podcst for use in higher education. British Journal of Educational Technology 38 no 5, 939-41

Gregory O’ Toole defines Quantumedia (communication theory) as the philosophical pursuit of fundamental unit of electromagnetic energy. He uses the term multi/new media documentation to describe his theory. He refers to his media theory work as cultural documentation which is created and transmitted through media.
Mr. O’ Toole agrees with Marshall McLuhan in his theory that says “media are an extension of ourselves”. Therefore, he believes that the self can be a medium and thus called the ongoing process of life (documented) through various new media “The Quantumedia Experiment”. Mr. O’ Toole stated his views about the Site created by the staff of Educational Technology department at the University of Denver. He described the Podcast technology and the different technology tools and software used such as the audio and video-cast, Microsoft Access Database etc…
http://law.du.edu/podcast/podcast_signin.cfm; http://www.law.du.edu/podcast/).
Students can use the URL to subscribe to a particular course’s Podcast where all the files are audio. Each professor is assigned to one Microsoft Access Database table ( A Coldfusion) which is a form used to collect information for each Podcast such as the title, description, file etc…Students can also access recorded lectures and class material created by the Audio/Visual department.
Podcasting technology is growing rapidly and its use in teaching and learning environment is expanding especially in higher educational levels. I think the program created by the University of Denver is a good example of utilizing technology to enhance the teaching and learning processes.


Gregory O’ Toole is an adjunct professor and media investigator.

http://www.quantumedia.org or http://www.radio-qmx.org.
http://www.gregory-otoole.com

Teaching Languages to the Blind and Visually Impaired

Donely, Philip Redwine. "Teaching languages to the blind and visually impaired". Canadian Modern Language Review 2002: 302-305.

This article states the difficulties that visually impaired students face in learning a foreign language and how to overcome these difficulties. Donely mentions that students with impaired vision may miss the non-verbal context in learning languages such as body language and gestures. He compares the input that visually impaired students receive in language courses as less comprehensible than to the sighted students. In addition, the visually impaired students will find it difficult to receive linguistic input by reading the print materials that are traditionally offered in language courses. He thinks that class activities are not designed for visually impaired students, as well as teachers and students are not used to work with students who are visually impaired. Students with visual problems will find themselves left out of the class activities or they might feel being marginalized and isolated from the class community.
Donely suggests that using technology will solve some of the problems that visually impaired students face in learning a foreign language. Here are some of his suggestions in detail:
Accommodating every individual with visual problem in special learning environment according to their needs.
Using types of listening support such advance organizers.
Using certain types of photocopiers to create larger versions of text book materials.
Seek out printed materials designed for blind or visually impaired.
Tape-record class sessions for review purposes.
Tape- record text books in order to be used as audio books.
Use computer programs that convert printed pages, web pages and CD-ROMs into synthesized speech.
Prepare written assignments in which students could use a Braille key board.
Pencil-and-paper tests are not practical; assess students’ progress by analyzing a portfolio of tape-recorded work and periodically interview students in the target language.
Students with disabilities such as visually impaired students are in need of technology tools and methods that will help them access the content of the subject matter. Technology will expand the opportunities for those individuals. I do support Mr. Donely in his practical suggestions to assist visually impaired students in learning a foreign language.


Philip Redwine Donley (PhD, University of Texas, 1997) is the co-author of three introductory college Spanish texts and has taught Spanish at the University of Texas, Southwestern University, and Austin Community College.

iPods and Cellphones

Greifner, L (2007).iPods and cellphones. Education Week's Digital Directions.

Laura Greifner states that college professors started using podcasts in teaching and learning before K-12 teachers. She also claims that the use of iPods and cellphones in K-12 classroom is sporadic. In addition, she says foreign- language instruction uses iPods more often than any other school subject.
The author gave some examples of using iPods and cellphones in teaching and learning:
Students can use iPods to listen to the teacher speak in the target language ,as well as recording themselves speaking.
Students can listen to stories recorded by their teacher.
Students hear test questions, spoken to them as they read questions on paper.
Students hook up their iPods to speakers and project the lyrics of favorite songs onto screen during a unit on poetry.
Teachers use podcasts to offer students audio study guides for tests that students can listen to at home.
The article raises educators’ concerns and worries about the use of cellphones to cheat on tests. Prensky describes “open- phone tests” as open-book tests. In open- phone tests, students use resources available to them on the cellphones to answer test questions.
Laura concludes that the use of iPods and cellphones in classrooms is limited. She thinks that some educators do not know how to use iPods and cellphones effectively.
As a foreign language teacher I used iPod in my lessons. Our school provided all faculty members and students with iPods. I recorded listening materials from different sources for class and homework. However, I did not try to use cellphones in the classroom. I think one of the difficulties that public school teachers’ face is that; not every student has a cellphone. Even the ones who have cellphones their phones do not have the required technical features. Schools need to train teachers in using iPods and cellphones. They also need to work on solving the problem of cheating by using cellphones. They also need to include cellphones and iPods in their technology plan budget.
Laura Greifner is a reporter-researcher for Education Week.

Friends and Flags

Karen, Eini (2005).Friends and flags. Educational Leadership. 63 no 4, 68-69.

Eini, teaches college-level English at Rubin Institute for Higher Education. She used to work as a ninth grade English teacher in Israel when she created her project “Friends and Flags”. Eini designed the “Friends and Flags” online project for her ninth grade students to use communication technology in order to bridge cultural barriers. Students interact in English through e-mails, blogs, discussion boards, electronic mailing lists, and a project Web site. The project connects classrooms around the world in the international learning teams; made up of many countries around the globe. Students can create packages of authentic print materials and items representing their culture and then send them to their partners through the Web site.
The article states that about 30,000 students from 50 countries participated in the program. The writer believes that this program has prompted equal learning opportunities for diverse students, as well as gaining valuable cultural communication skills while practicing their English. Friends and Flags also fostered opportunities for collaboration among Jewish and Arab educators and learners within Israel. The article concludes that students have increased their active English vocabularies, improved their reading comprehension skills in English and developed their writing skills as they communicate with diverse audiences.
I think the “Friends and Flags” project has a very strong message. It will have a positive impact on the conflict between the Israelis and the Palestinians. It will pave the road for peace in that region. I do agree with the author that the project will develop the learners’ communication and socialization skills. The embedded message is that it teaches students to have respect for themselves and for others.

Preparing Teachers for the 21st Century Classroom

McEwen, Beryl C. (2008).Preparing teachers for the 21st century classroom. Delta Pi Epsilon Journal. 50, 1-3.



Beryl C. McEwen is a college professor, who teaches teacher candidates. He blames college educators for not preparing their students to meet the needs of the 21st century.
College educators train teachers, write the standards, serve in the state curriculum committees, and help in designing the assessments. Therefore, they are responsible for the teacher quality which is an essential variable in the whole learning process. So, they are challenged to prepare teachers for a new type of classroom which is completely different than the one in which they were educated. This new era is characterized by e-mail, e-pals, e-tutors, e-books, e-shops, e-commerce, e-subscriptions, e-payments, e-entertainments, e-classified, e-files, e-cards, journals, e-museums, e- zoos, e-paper, e-spaces, e-travel, e-delivery, e-notebooks, e-banking e-libraries, e-photos, e-courses, and e-learning. Hence, teacher educators must prepare their teacher candidates use these types of technologies in order to reach whoever they are going to teach after graduation. Teacher candidates must be ready to use technology as effective educational tools. They should know how to:
· Design and maintain Web sites that support the courses they will teach.
· Use presentation software and other multimedia products.
· Set up series of Power Point slides of teaching notes.
· Do voice over Power Point.
Some benefits of e-learning:
E-learning environments provide links to current literature, such as e-books, e-journals, and e-newspapers.
Lectures can be presented in writing, supported with electronic slides, voice and video clips.
E-learning facilitates group discussions, electronic group meetings, virtual chats, and file sharing. In addition to, enhancing teacher/student interaction, as well as strengthening the social lives of the students.
I am an old generation teacher. I started teaching in 1981. However, I started using the computer only two years ago when I joined the DLI. Fortunately our institute offers a lot technology training classes for its employees. Now I feel confident in using these technology tools and I am experiencing the e-learning at this moment as I am writing this paper for an online class,

It Takes a Village to Raise a Writer: Making the Teaching of Writing a Schoolwide Focus

McCarthy, Edmund (2008).It takes a village to raise a writer: Making the teaching of writing a schoolwide focus. Independent School. 67, 74,76-8.

The author raised some questions for school administrators and authority figures about teaching writing in their schools. The primary goal of teaching writing is to prepare students to think critically and creatively and to express themselves clearly and thoughtfully.
Some schools have comprehensive programs and require their students to write often in all classes at all levels. However, other schools are too satisfied with writing curricula that views the English teacher as the school’s sole expert and sole instructor of writing, which is completely wrong, because there are some subjects the English teacher does not understand well, such chemistry, math biology etc… Therefore, it is not practical for English teachers to be the ringmasters of writing instructions. Nowadays students use different technological devices to communicate such as computer, cell phones etc… Texting by using technology tools increases students’ fluency, but deteriorates their understanding of grammar, usage and spelling. Instant messaging and emails invite abbreviated meanings and gross-rule breaking which result in poor writing. To improve writing in high schools the article suggests moving the writing support outside the classroom setting. Schools need to develop writing centers for conducting workshops on writing, special events such as poetry slams, drama nights, music events etc…
Writing is a means of communication and it is a difficult skill because the writer is not present when the communication takes place. Therefore, accuracy is very essential in order to reflect our message. I think that the author neglected the role of the professional development programs for teachers in order to improve their performance and to enhance their learners' writing skills.’

The Use of Blogs in Education

Blog is a Web site with reflections on a particular subject in the form of text, voice, sound, music, digital imagery, video or animation, posted by its audience. The posts are automatically archived, searchable and retrievable. “Blogs contain text, audio, and video files that are archived on a web page for easy students’ access”. (Michaela W. Colombo & Paul D. Colombo, 2007)
The use of blogs in education:
Teachers can use blogs to manage their classes by posting their instructions, handouts and homework for their students.
They can also use blogs as a means of communication between home and school to discuss students’ progress with parents.
Blogs can be used to maximize students’ participation and practice time. Blogging motivates and encourages shy students to participate actively in the learning process.
Text discussions enhance students’ reading and writing skills, as well as communication.
Revisiting and retrieving old reflections will reinforce and internalize knowledge.
Blogging improves the learners’ socialization skills. “Through social interactions mediated by language, edublogs offer students the opportunity to surface their ideas in a social plane.” (Fredig, 2004)
Blogging can also be used to obtain a degree through online education and online programs.

Teachers Need to Share Their Ideas

Gardiner, S (2008).Teachers need to share their ideas. Phi Delta Kappan. 89, 760.
The author requests from teachers to share their stories and publish them instead of reading publication written by college professors, administrators, or representative of national committees. He thinks that when teachers fail to share their ideas, experiences, and to voice their opinions by writing articles for educational journals, they deny their colleagues access to reliable, valuable, and direct sources of information. He believes that, teachers are the ones who test, modify and clarify lessons everyday. They are inside the field of the game which is the classroom. He also encourages teachers to take control over their own profession by controlling the National Board for Professional Teaching Standards, because they form the majority.
The author mentioned the advantages of sharing articles with colleagues and students by writing about his own experience when he used to teach in a graduate-level night class on how to write for educational journals. I think that, the writer was very successful in bringing this issue. He is clear in his message and objective and as a teacher I believe his suggestions and advice are valuable and persuasive.
About the Writer:
Steve Gardiner teaches English and journalism at Billings Senior High School in Billings, Mont. He is the author of Building Students Literacy through Sustained Silent Reading.