Posted by David Wetzel
Most of today’s students either own or use iPods, iPod Touches, MP3 Players, and computers everyday. These digital tools provide a natural strategy to support student learning - Podcasts!
Integrating podcasts in science and math classes is a good way to support student learning, because it leverages the fact today’s students are digital citizens.
In a recent survey, Forbes.com found K-12 students spend more time during the week on the Internet and using digital tools (cell phones, computers, iPods, etc.) than watching TV. This is why today’s students are considered digital citizens.
Teaching: Strategies for Using Podcasts
The following are teaching strategies for podcasts in science or math.
- Audio and/or video reviews for tests - accomplished by providing a downloadable podcasts on the class web page or wiki.
- Audio recordings of science lectures in MS and HS - accomplished by teacher wearing wireless microphone during lectures. Then editing and converting the recording into a podcast for students to listen to later as a review.
- Video recording of math lectures and reviews in MS and HS - accomplished by teacher wearing wireless microphone and video taping lectures or saving interactive white board slides. Then editing and converting the video into a podcast for students to refer to later when completing homework assignments or as a review.
- Audio class newsletter - for parents to access on the class web page or wiki. This does two things - saves paper and keeps newsletters out lockers and trash cans. The newsletters have a greater chance of being read by parents.
- Audio/Video Sub Plans - entire or partial lessons are recorded for subs to use in class. This also does two things - it is just like your are there and it forces subs to follow your teaching plan. The reality is we all know when it comes to subs - “…it is like opening a box of chocolates, you never know what you will get!”
Learning: Ways Students Use Podcasts
The following are ways students use podcasts to support their learning science or math concepts.
- Student groups create a specific potion of a unit studied in class. These podcasts provide a downloadable review for students to use when studying for a unit test. The podcasts are posted on the class web page or wiki. Each podcast should be limited to 5 - 6 minutes to promote clear and concise summary of key concepts.
- Students create a podcast to supplement their research and findings during science or math project based learning activities.
- Students use a podcast to complete science or math case studies using information provided in a podcast to help them solve a problem.
- Students create a class newsletter related to concepts learned in class. Accomplishes two things - students must apply concepts to real world applications in newsletter stories and parents have better understanding of what their kids are learning science or math.
- Students create a virtual tour related to a science or math unit. For example - rainforests, landfills, geometry found on the playground, algebra applications in a skate park, etc.
- Students create mnemonic rap songs to help learn concepts. For example - ROYGBIV.
Benefits of Podcasts
So what are the benefits of podcasting (audio and/or video) in science and math classes?
- Reinforces concepts studied in class for both auditory and visual learners.
- Reinforces writing and reading skills as students prepare their own podcast scripts.
- Increasing parent communication, since parents have access to the class web page or wiki.
- Provides another teaching and learning strategy for helping students in being successful in science or math.
Why Use Podcasts?
It is time to take advantage of our students’ status as digital citizens. Students use iPods, iPod Touches, MP3 players, and computers everyday; use these digital tools to create podcasts to support teaching and learning.
Additional Resources
Tips and Tricks for Podcasting
Podcasting in Science and Math Class
Posted by David Wetzel
Wiki pages are always a work in progress. The wiki is like a dynamic online science classroom which continually grows and changes.
Applications for the use of Wikis in science classrooms is only limited by the creativeness of the teacher in support science teaching and student earning.
Teaching Strategies with Wikis
The following are examples of how teachers can use wikis in science classes:
- Simulations and Animations - these can be used by students during investigations or review. One example: pH Scale
- Interactive White Board - screen shots from class discussions on topic for students to review later.
- Podcasts - both audio and video podcasts for students to use for review or use during investigations. One example: Physical Science
- Wordles - post a teacher or student created Wordle of a specific chapter, unit, or investigation. One example: Nature of Science
- Resources - providing links to Delicious or Digg resources for students to read or use in science projects.
- Images - a set of Flickr images for use when teaching specific concepts, a picture is always worth a thousand words. One example: Marine Biology
- Projects - a copy of current science projects for students (and parents) to read and review, along with the project rubric. One example: Investigating Earthquakes
- Class Notes - post an overview of daily lessons for students who missed class and review. One example: Density Power Point (works well with Google Docs and VoiceThread)
- Lab Report - a copy of your standard lab investigation report.
- Science Fair - guidelines are provided for the school’s science fair. One example: Science Fair
- Science Safety Rules - include a copy of student safety contract, lab safety rules, and internet use contract (if required by school).
Learning Strategies with Wikis
Wikis promote learning network by creating a community of experts. The following are examples of students can use wikis in science class:
- Glossary of Scientific Terms - Example: students develop an interactive glossary for defining physical science terms throughout the entire school year.
- Taxonomy – a student developed identification, naming, and classification of living things during their life science or biology course. Example: students develop the taxonomy of specific plants using definitions and images.
- Investigations – student groups report on experimental designs and submit investigation reports to their teacher. Example: students collaborate in the investigation of the mystery, why honey bees are are disappearing.
- Visual Arts – students groups can collaborate in research to find web-based resources which describe scientific processes using works of art. Example: students upload images or animals, plants, or nature of science.
- Science Newsletter - students can create a class science newsletter for sharing with other science classes and parents.
Advantages of a Wiki
These are some of the advantages of a wiki:
- Wikis allow for open editing, whereas web pages are limited editing (specific program on specific computer).
- Multiple users can edit a wiki.
- Privacy levels allow control of users.
- Notifications and display of all changes allow monitoring of all edits.
- Uses simple text language instead of html as in web pages.
Many science teachers who used web pages to support their classes have switched to wikis, because of all these advantages.
Posted by David Wetzel
The following is a common question heard around teacher workrooms, teacher lunchrooms, faculty meetings, and science or math conferences.
“Why use web 2.0 tools when teaching science or math?”
The answer is both simple and complex at the same time. The answer to this question is:
Online tools facilitate input and interaction by students as they use the four skills of the language (reading, writing, listening and speaking).
For example Wikis, Forums, Twitter, and Blogs provide opportunities for reading and writing. While podcasts, online videos, video blogs, Skype, webcasts, and screencasts give access to spoken language.
Also the use of web 2.0 tools makes it easier to address individual student learning styles.
Advantages for Teachers: Answers Part of the Question - Why?
The advantages are tremendous for using Web 2.0 tools for teaching science and math. The following are a few advantages for teachers and include:
- only needing a computer and no special software programs or skills, because software is hosted on somebody else’s server.
- most online tools are free for educational purposes.
- user-friendly tools, along with many offering video tutorials; eliminating or reducing the need to seek help from an IT person.
- access to these tools only requires a computer and access to the Internet anytime and anywhere.
- the ability to update, edit, or delete information during a lesson, if needed.
- ease of integration of web 2.0 tools into other tools. For example embedding a TeacherTube, Animoto Videos into a Wiki, Blog, or Glogster poster.
- autonomous learning for students as the become more involved in the process of learning science or math, especially helpful during project based learning and problem solving activities.
Learning Online: Another Answer for the Question - Why?
Once a teacher has developed a lesson or set of lessons using web 2.0 tools, the lesson or lessons are easily saved from class to class or next year.
Both teachers and students learn:
- how to use these online tools for learning and also the ability to transfer this knowledge to their personal lives and careers.
- up-to-date information regarding science and math. (i.e., Digg, Delicious)
- how to use RSS feeds to focus information gathering and research. (i.e., Digg, Delicious)
- by using podcasts and video podcasts for studying, reviewing, and tutoring outside the classroom. (i.e., Wikis, Blogs, Flickr)
- to collaborate with colleagues and follow students on projects both in and out of a classroom setting. (i.e., Google Docs, VoiceThread, SlideShare, Glogster)
Collaboration: A Final Answer for the Question - Why?
Ease of collaboration has always been an issue in K-12 science and math education. Lowering classroom walls using web 2.0 tools fosters learning autonomy for students as they have greater opportunities to collaborate with classmates and other students around the world.
Also these collaborative efforts are further realized as students can collaborate with each other from anywhere they have access to the Internet. Examples include students:
- collaborating on project reports, presentations, database management, and conducting online surveys. (i.e., Google Docs, OpenOffice, Zoho)
- creating group presentations. (i.e., SlideShare, Glogster, VoiceThread, Animoto, Vimeo, Wallwisher, Flickr)
- collaborating with students fro other schools around the world for collecting science or math data and research. (i.e., Skype, Twitter)
These examples answer the question - Why should web 2.0 tools be used to teach science and math?
Online tools promote authentic communication and collaboration between teaches to students, students to students, and students to teachers.
Also, web 2.0 tools provide authentic inquiry-based learning, project-based learning, and problem solving situations.
