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...
Thursday, December 18, 2008
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.
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.
Sunday, December 7, 2008
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
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
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