I've heard of the term sexting before, I think it may have been in a song on the radio. Not really sure, but I never really thought much about it up until reading all these articles and watching the video about Hope Witsell and Jesse Logan.
I think it it really sad to see these young girls commit suicide for a stupid act they committed, but as the article on "Digital Citizenship" talked about there are consequences for the actions we make using technology.
I still wonder though, why this would/could happen to good kids. In the article entitled, "'Sexting' bullying cited in teen girl's suicide" stating that "Good kids are the ones this is happening to;... good kids; they're the ones who are committing suicide when a picture like this gets out." I wonder does it have to do with something psychologically for the girls to think that they needed to send a picture of themselves to a guy in order to prove their love or something. I honestly don't know and can't think of a good enough reason to do such a thing. Another thing that surprised me was that the school did not notify Hope Witsell's parents about the contract the school counselors made her sign when they noticed cuts on Hope's legs. Hopefully these girls stories will teach other girls or even boys a lesson.
As a future teacher, I think schools should start at an early age teaching students the correct and appropriate uses of technology. I finally obtained my sub license and had the opportunity to sub for a kindergarten class in my town and I noticed there were five computers in the classroom. The teacher assistant told me the students used the computer to practice there vocabulary and math by playing a game using a specific software program. I thought to myself, "wow" I remember I did not have computers in my kindergarten classroom. I think the first time I was really introduced to computers in a classroom was in 5th grade.
The responsibility schools have in teaching students how to use technology responsibly is a major one because technology is slowly but surely being integrated in classrooms. The article about whether or not to allow students have cell phones in school was interesting and discussed both valid pros and cons to the topic. I don't really know where I stand in this argument since I do not have a lot of background knowledge regarding this issue but it is definitely a big responsibility on a schools behalf. The article on Digital Citizenship gave examples and scenarios of inappropriate uses of technology and strategies for teaching children how to go about using technology in a proper manner. This would be something valuable to discuss with students especially since they do not really know what they are doing at such a young age; and a prone to experimenting which can sometimes lead to an unhappy ending.
Tuesday, March 30, 2010
Sunday, March 21, 2010
Copyright and Fair Use
What is fair use and how does it apply to education?
Fair use as explained in the video by Eric Faden entitled "Fair(Y) Use Tale: a Short Film" includes:
-limitations
-borrowing a small amount to teach, news reporting, parody, and critical commenting
-there are certain rules that demonstrate fair use which include:
-the nature of the borrowed work
-the amount of the borrowed work
-has to be something that does not change the original works value on the market place
Fair use as applied to education means that teachers or even faculty and staff need to be careful of how and what the give and present students.
"Teachers and students can use copyrighted material legally without the author's permission if it falls under fair use in education"(Langran 25). (From the article Copyright law and technology)
Factors that are included in fair use are included above.
An example that was given by Kate A. Thompson from the article entitled, "Copyright 101" is if a "teacher wishes to make a copy of an article from a magazine to use in next year's lesson planning" (Thompson 12). This is considered fair use because the article is for the teacher's personal use and reference.
Another example given by Kate Thompson in the article is: "A teacher copies one article from a journal for class distribution. Distribution of multiple copies for classroom use is a fair use, and the amount of work that the article represents as part of the whole journal allows for fair use" (Thompson 12).
Fair use as explained in the video by Eric Faden entitled "Fair(Y) Use Tale: a Short Film" includes:
-limitations
-borrowing a small amount to teach, news reporting, parody, and critical commenting
-there are certain rules that demonstrate fair use which include:
-the nature of the borrowed work
-the amount of the borrowed work
-has to be something that does not change the original works value on the market place
Fair use as applied to education means that teachers or even faculty and staff need to be careful of how and what the give and present students.
"Teachers and students can use copyrighted material legally without the author's permission if it falls under fair use in education"(Langran 25). (From the article Copyright law and technology)
Factors that are included in fair use are included above.
An example that was given by Kate A. Thompson from the article entitled, "Copyright 101" is if a "teacher wishes to make a copy of an article from a magazine to use in next year's lesson planning" (Thompson 12). This is considered fair use because the article is for the teacher's personal use and reference.
Another example given by Kate Thompson in the article is: "A teacher copies one article from a journal for class distribution. Distribution of multiple copies for classroom use is a fair use, and the amount of work that the article represents as part of the whole journal allows for fair use" (Thompson 12).
Tuesday, March 9, 2010
Technology Integration Matrix with the LINK!
Collaborative Learning/Adoption Level
From the NETS for Teachers:
2. Design and Develop Digital-Age Learning Experiences and Assessments
a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
The teacher explains to the students how to create and use e-mail using gaggle.net, which is safe and does not have anything harmful for children. It not only teaches students about e-mail but about letter writing, for example how to address another student or a teacher, which leads to helping them practice their writing skills. In addition, they learn of valuable websites to research authors and to be able to contact an author and ask questions. This opens up an opportunity to be able to communicate with other students around the world similar to having a pen pal.
This learning experience incorporates the use of a lap-top or computer and any other tools or device necessary such as headphones. Students can also use e-mail in other classes such as if they need to get in touch with a classmate. This lesson promotes student learning and creativity because once they learn the basics of e-mail they will have a wider range of things they can do. For example, once they learn about including an attachment to an e-mail they can send pictures or other documents back and forth to people which will prepare them to work in a group using collaborative tools outside of the classroom.
I think my level of technology integration is now in adaptation. You provide the available resources for us to learn how to use the technology, now its just a matter of physically doing it and trying it out for myself. My comfort level based on the skills I have learned thus far is somewhat more confident than what I started with in the beginning of the semester. I never thought I would be able to create a website all myself. I have learned of a better way to bookmark websites that I visit that I find useful through the delicious account we made. I also did not see myself including audio in a slide presentation because I have never done that before. But, now I can say that I have accomplished all these things by reading, research, and with the help of tutorials. I eventually, want to try and create a podcast just to test it out because I may decided to use it for my classroom one day. I still have some fears and anxieties towards technology because I get nervous the computer is going to freeze on me or for some odd reason just not work the way I want it to. But overall, I think this exposure to technology has helped me I would not have known about any of this material on my own.
From the NETS for Teachers:
2. Design and Develop Digital-Age Learning Experiences and Assessments
a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
The teacher explains to the students how to create and use e-mail using gaggle.net, which is safe and does not have anything harmful for children. It not only teaches students about e-mail but about letter writing, for example how to address another student or a teacher, which leads to helping them practice their writing skills. In addition, they learn of valuable websites to research authors and to be able to contact an author and ask questions. This opens up an opportunity to be able to communicate with other students around the world similar to having a pen pal.
This learning experience incorporates the use of a lap-top or computer and any other tools or device necessary such as headphones. Students can also use e-mail in other classes such as if they need to get in touch with a classmate. This lesson promotes student learning and creativity because once they learn the basics of e-mail they will have a wider range of things they can do. For example, once they learn about including an attachment to an e-mail they can send pictures or other documents back and forth to people which will prepare them to work in a group using collaborative tools outside of the classroom.
I think my level of technology integration is now in adaptation. You provide the available resources for us to learn how to use the technology, now its just a matter of physically doing it and trying it out for myself. My comfort level based on the skills I have learned thus far is somewhat more confident than what I started with in the beginning of the semester. I never thought I would be able to create a website all myself. I have learned of a better way to bookmark websites that I visit that I find useful through the delicious account we made. I also did not see myself including audio in a slide presentation because I have never done that before. But, now I can say that I have accomplished all these things by reading, research, and with the help of tutorials. I eventually, want to try and create a podcast just to test it out because I may decided to use it for my classroom one day. I still have some fears and anxieties towards technology because I get nervous the computer is going to freeze on me or for some odd reason just not work the way I want it to. But overall, I think this exposure to technology has helped me I would not have known about any of this material on my own.
Tuesday, March 2, 2010
Task 2- podcasting
As a teacher, I would use a podcast for my art class when we go on a field trip to visit a museum or art gallery. I know that when I go visit museums and art galleries I want to know what the art work is about. Some pieces of art have a small blurb about the work or an artist statement next to the work telling you some information about the piece. But for the most part, the art is usually just on display without any explanation. Some museums offer headsets where you can hear audio about the particular art piece but not always.
So I would create a podcast of the art work we saw during our visit explaining what the students saw. Similar to the two podcasts that I included in my task 1 about podcasts. To reiterate, the first podcast was about art history where you could listen to someone talk about a particular piece of art work; but no images were involved. The second one was a teacher who made a video podcast of the students art work; just music in the background no verbal language involved. I will be combining both podcast into one. I would incorporate both visuals and audio so that the students can remember what the art work looked like while I describe the details and importance of the work. I think this would be a great review for students to help them think of any questions they may have had about a particular piece of art; once they know the meaning of the artwork.
My students will use podcasts to select one piece of art work they saw and describe their initial impression about the piece before I told them the facts and details of the art work. In addition, I will have them talk about how they felt after hearing my explanations and why they felt that way.
Then I will pair up students to listen and view their partner’s podcast and share explanations with each other. Once every student has exchange input with another student; in class, we would have a discussion as a whole if anyone shared any similarities and or differences about any particular piece of art. Or if they have any general questions or thoughts about the field trip.
The 21st century skill that I will be addressing is “Learning and Innovation skills.” These skills include critical thinking, problem solving, communication and collaboration. Allowing students to reason effectively and make judgments and decisions. Communicate clearly not only using the podcast in being clear when speaking but also being able to talk on one with another person. Plus they also get to listen and receive feedback.
These skills will be concentrated on specifically with the use of the podcast because they will be using critical thinking, communication, and collaboration skills. Students will think critically about what concepts and/or questions they want to address within a particular piece of art. They can be literal, figurative, or philosophical; whichever route they decide to take will help them to think beyond what they already know. They will be communicating with their classmates and collaborating with each other on their thoughts and ideas. The podcast acts as a liaison between me their teacher and the students because I will not have to use valuable class time to have a conduct this discussion; this may have taken approximately a week to discuss and talk about if a podcast were not invented. I would only have to use one day allowing the students to hear about their classmates discussions between the partners. Students will have access to view the podcast at their convenience; of course I would set a due date for when they would have to have completed the assignment so that their partner can listen and hear another student’s podcast.
So I would create a podcast of the art work we saw during our visit explaining what the students saw. Similar to the two podcasts that I included in my task 1 about podcasts. To reiterate, the first podcast was about art history where you could listen to someone talk about a particular piece of art work; but no images were involved. The second one was a teacher who made a video podcast of the students art work; just music in the background no verbal language involved. I will be combining both podcast into one. I would incorporate both visuals and audio so that the students can remember what the art work looked like while I describe the details and importance of the work. I think this would be a great review for students to help them think of any questions they may have had about a particular piece of art; once they know the meaning of the artwork.
My students will use podcasts to select one piece of art work they saw and describe their initial impression about the piece before I told them the facts and details of the art work. In addition, I will have them talk about how they felt after hearing my explanations and why they felt that way.
Then I will pair up students to listen and view their partner’s podcast and share explanations with each other. Once every student has exchange input with another student; in class, we would have a discussion as a whole if anyone shared any similarities and or differences about any particular piece of art. Or if they have any general questions or thoughts about the field trip.
The 21st century skill that I will be addressing is “Learning and Innovation skills.” These skills include critical thinking, problem solving, communication and collaboration. Allowing students to reason effectively and make judgments and decisions. Communicate clearly not only using the podcast in being clear when speaking but also being able to talk on one with another person. Plus they also get to listen and receive feedback.
These skills will be concentrated on specifically with the use of the podcast because they will be using critical thinking, communication, and collaboration skills. Students will think critically about what concepts and/or questions they want to address within a particular piece of art. They can be literal, figurative, or philosophical; whichever route they decide to take will help them to think beyond what they already know. They will be communicating with their classmates and collaborating with each other on their thoughts and ideas. The podcast acts as a liaison between me their teacher and the students because I will not have to use valuable class time to have a conduct this discussion; this may have taken approximately a week to discuss and talk about if a podcast were not invented. I would only have to use one day allowing the students to hear about their classmates discussions between the partners. Students will have access to view the podcast at their convenience; of course I would set a due date for when they would have to have completed the assignment so that their partner can listen and hear another student’s podcast.
Monday, March 1, 2010
Task 1- Podcasting (with out links)
As described in Wikipedia, a podcast is a series of digital media files that can either be audio or video that is delivered to your computer. Once you subscribe to the podcast of your choice which can be downloaded through the internet, you will be notified of any new updates right away. (http://en.wikipedia.org/wiki/Podcasting).
PodCasting involves audio which works with software that automatically identifies new files and can be accessed through subscription. Once you have subscribed to what you want, you do not have to worry about manually having to check for any updates, which is convenient because a majority of people do not have the time to always check. Technology has given us multiple ways of viewing/hearing a podcast. A podcast can be downloaded to your phone, laptop, desktop, or a handheld device that has access to the web. It is not necessary to have an iPod to reap the benefits of podcasting because podcast can be heard right from the internet. “A podcast has a news feed (known as RSS) that allows it to be cataloged in various podcasting directories like iTunes and Podcast Pickle” (http://learninginhand.com/podcasting/).
There are three types of podcasts. The most frequent type of podcast is audio which is generally in an MP3 file. There are also podcasts that include images with the audio. “[The second type is] enhanced podcasts [which] are an AAC file and are not supported by all devices” (http://learninginhand.com/podcasting/). The third type is a video podcast which include movies with sound. “Video podcasts can be in a variety of formats, but MPEG-4 is the most popular” (http://learninginhand.com/podcasting/). Podcasting can be beneficial to teachers when they find interesting and relevant podcast episodes to show their students. If a teacher is lucky enough, his/her school district may have the proper equipment for each student to use in a classroom.
Making a podcast has advantages for both students and teachers. When podcasts are made they can be viewed by a number of different people all across the globe. When a student or a teacher creates a podcast and makes it available for people to view.
To create a podcast consists of four parts which include: preproduction, recording, postproduction, and publishing.
In the preproduction stage, the person making the podcast, whether it is the student, teacher, or an individual with a creative idea needs to brainstorm what they want to make before they begin talking into a microphone. This stage is also known as the planning stage and is the most time consuming stage because it requires thinking. You have to keep in mind who your audience will be, that way you can be on track. In addition, another thing to think about is how you want to format your podcast. This means who you want speaking in it such as a host or other people that you may want to get involved, needs to be planned in advance. Once you have that set up, you want the speakers to practice speaking out loud. Practice helps the speaker(s) to sound natural and allows them to adjust their volume and speed.
The second part is recording. This part is somewhat easy if the individuals have had some practice. You can record using the built in microphone on your laptop.
However, it is preferred to use a USB head set microphone because they do not have to worry about how far they are from their computer when they read from their notes. It is also suggested to record audio in short sections because there is a less likely chance of them messing up. In addition, the audience will not notice that the audio is broken up into parts if they are played right after one another.
“If you use Macintosh, I suggest using the included GarageBand software for recording and postproduction. If you use Windows, I suggest using the free software Audacity for recording and postproduction. For making music, I suggest using Sony's free ACID XPress. Visit ACIDplanet.com each week for free musical loops for ACID Xpress. It might sound counterintuitive, but I suggest recording the introduction last for a couple of reasons. First, recording last allows you to introduce exactly what will be in the podcast because it has already been recorded. Second, students have had practice in front of the microphone and are more comfortable. They'll record a much better introduction, and after all, the introduction should hook the listeners! (http://learninginhand.com/podcasting/create.html)”
The third step is post production which is also known as the editing stage. Your first goal is to make sure that your audio is in the order you want it to appear. If not, this is the time to fix it. You can also delete any pauses, interruptions, or any “ums” and “you knows” that you do want included. You also have the option of including music and sound effects during this stage.
“If you're using a Mac and GarageBand, it's easy for student[s] to mix loops of music. Audacity users cannot compose music within the software” (http://learninginhand.com/podcasting/create.html). “[Although audacity] has several advantages: it is multi-platform (Windows 98 and later, Mac OS 9 and X, and Linux), and it’s free. This open-source program has become the standard tool for podcasters who want to record their shows, edit their recordings, and combine other recordings (such as intros, jingles or music, sometimes made with other programs) to create finished shows. After each recording, save your file in WAV (uncompressed) format - it’ll take up a bit of space on your hard drive, but it’s the best format to guarantee you don’t compromise on sound quality until you’re ready.” (http://www.ilounge.com/index.php/articles/comments/beginners-guide-to-podcast-creation/)
“If you use music, be sure it is "podsafe." Podsafe music is the term for music that can be legally used in a podcast and freely distributed online for others to download. There's actually so much podsafe music online, that you can spend hours sifting through it. Here are some sites for podsafe music:
• The Free Sound Project
• SoundSnap
• Royalty Free Music
• Flash Kit - Sound FX
• Podcast Bumper Music
• fOUR bEES Free Media
• Podsafe Audio
• Mutopia
• ACIDplanet offers a free 8-pack of loops each Friday.”
If you do decided to include music, please give credit to the artist, if possible. “To easily fix volume levels that are too high and too low, use the free Levelator” (http://learninginhand.com/podcasting/create.html).
“Once the podcast sounds just the way you want it, it's time to send it to iTunes. You can do this from the File menu in GarageBand, or you can export to an AIFF or MP3 in Audacity and then open the exported file in iTunes. Now you select the file you imported in iTunes and select Get Info from the File menu. Complete the fields. It's best to make sure this information is consistent in each podcast produced” (http://learninginhand.com/podcasting/create.html).
“After you’ve completed editing of your recordings and interviews, you can export your finished podcast in several formats, including MP3, AIFF and WAV. If you want to export your podcast as an MP3 file, you’ll need to download the LAME MP3 encoder as a helper for Audacity. But if you use AIFF or WAV, iTunes can handle the MP3 compression for you; this latter option is probably best, because you’ll have more flexibility in how you compress the file.” (http://www.ilounge.com/index.php/articles/comments/beginners-guide-to-podcast-creation/).
“Once you have the fields completed the way you want them, then click OK. Next, choose "Convert Selection to MP3" from the Advanced menu. Finally, select the file in the iTunes list and drag and drop it onto the computer's desktop. Now your MP3 file is there, ready for publishing!” (http://learninginhand.com/podcasting/create.html)
Lastly, the final step in creating a podcast is publishing. This step may sound and look difficult but there are available tutorials on how to go about publishing. This is one of many that I found on youtube:
http://www.youtube.com/watch?v=qppBELR1saw
I thought it may be somewhat helpful; it is similar to what Professor Bigsby creates when we are having difficulty on how to go about doing a tech lab assignment.
“The basic idea is that you need to have a place where your podcast is stored for people to download it, and then create a web link that other people can use to find the file.) Once you have the feed URL, load iTunes, go to the iTunes Music Store, click the Podcasts link in the left-hand column, and look for the Publish a Podcast link on the left of the Podcasts page. Click that link, enter the URL for your podcast, then click Continue” (http://www.ilounge.com/index.php/articles/comments/beginners-guide-to-podcast-creation/).
“You need access to a web server. You'll copy the MP3 file to the server. Also, a podcast needs a web page and an RSS feed. For the web page, use your favorite HTML editor (like Dreamweaver or FrontPage) or put the podcast information into a blog posting.
You might need software that creates the RSS feed if your web server doesn't create on for you. Feeder ($29.95) for Macintosh and FeedForAll ($39.95) for Mac and Windows are great pieces of software for making the RSS feed. It's somewhat complicated, so be sure to use the help menus or read the user manual. Once you input the information for your podcast into one of these software applications, it will have you upload the RSS feed to a web server. A free alternative for the RSS feed is to use the Blogger and Feedburner method for publishing the web page and RSS feed for a podcast
Submit the web address of your RSS feed to podcast directories, including iTunes, to tell the world about the podcast!
Learn how to link to your podcast in iTunes so web visitors can easily subscribe” (http://learninginhand.com/podcasting/create.html).
These websites were helpful to me when I was describing how to create a podcast:
http://learninginhand.com/podcasting/create.html">http://learninginhand.com/podcasting/create.html
http://www.ilounge.com/index.php/articles/comments/beginners-guide-to-podcast-creation/
Another website that I came across that I thought was helpful is:
http://www.podcast411.com/page5.html
I couldn’t decide which podcast to choose so I chose two that I thought would be useful and helpful in an art classroom.
http://www.learnoutloud.com/Catalog/Arts-and-Entertainment/Painting_-Architecture_-and-Sculpture/Art-History-Podcast/24148#plink
Click listen to podcast
The first one would be geared towards middle and high schools students it was a podcast about art history.
The strengths of this podcast include giving valuable information about the specific work of art. In addition, I think this podcast would be beneficial to students for when they are studying for a test or quiz because they can listen to the podcast as part of their review.
The weaknesses of this podcast is that it does not show you the artwork they are describe, it is simply audio. I think it would be more beneficial if students would be able to see the art work while listening to the information about it.
The other podcast is: http://mabryonline.org/podcasts/archives/student_podcasts/art/index.html
This podcast is more visual than the first.
The strength of this is that it allows students to share their artwork with others in their community and the World Wide Web. I this was a great idea because it makes the students art work last longer and give them a wider audience.
The weakness of this podcast is that it does not allow the viewer to hear what the artist has to say about their own work. I think it is important to know what a student has to say about their work because the viewer may not know what the meaning the artist is trying to portray.
PodCasting involves audio which works with software that automatically identifies new files and can be accessed through subscription. Once you have subscribed to what you want, you do not have to worry about manually having to check for any updates, which is convenient because a majority of people do not have the time to always check. Technology has given us multiple ways of viewing/hearing a podcast. A podcast can be downloaded to your phone, laptop, desktop, or a handheld device that has access to the web. It is not necessary to have an iPod to reap the benefits of podcasting because podcast can be heard right from the internet. “A podcast has a news feed (known as RSS) that allows it to be cataloged in various podcasting directories like iTunes and Podcast Pickle” (http://learninginhand.com/podcasting/).
There are three types of podcasts. The most frequent type of podcast is audio which is generally in an MP3 file. There are also podcasts that include images with the audio. “[The second type is] enhanced podcasts [which] are an AAC file and are not supported by all devices” (http://learninginhand.com/podcasting/). The third type is a video podcast which include movies with sound. “Video podcasts can be in a variety of formats, but MPEG-4 is the most popular” (http://learninginhand.com/podcasting/). Podcasting can be beneficial to teachers when they find interesting and relevant podcast episodes to show their students. If a teacher is lucky enough, his/her school district may have the proper equipment for each student to use in a classroom.
Making a podcast has advantages for both students and teachers. When podcasts are made they can be viewed by a number of different people all across the globe. When a student or a teacher creates a podcast and makes it available for people to view.
To create a podcast consists of four parts which include: preproduction, recording, postproduction, and publishing.
In the preproduction stage, the person making the podcast, whether it is the student, teacher, or an individual with a creative idea needs to brainstorm what they want to make before they begin talking into a microphone. This stage is also known as the planning stage and is the most time consuming stage because it requires thinking. You have to keep in mind who your audience will be, that way you can be on track. In addition, another thing to think about is how you want to format your podcast. This means who you want speaking in it such as a host or other people that you may want to get involved, needs to be planned in advance. Once you have that set up, you want the speakers to practice speaking out loud. Practice helps the speaker(s) to sound natural and allows them to adjust their volume and speed.
The second part is recording. This part is somewhat easy if the individuals have had some practice. You can record using the built in microphone on your laptop.
However, it is preferred to use a USB head set microphone because they do not have to worry about how far they are from their computer when they read from their notes. It is also suggested to record audio in short sections because there is a less likely chance of them messing up. In addition, the audience will not notice that the audio is broken up into parts if they are played right after one another.
“If you use Macintosh, I suggest using the included GarageBand software for recording and postproduction. If you use Windows, I suggest using the free software Audacity for recording and postproduction. For making music, I suggest using Sony's free ACID XPress. Visit ACIDplanet.com each week for free musical loops for ACID Xpress. It might sound counterintuitive, but I suggest recording the introduction last for a couple of reasons. First, recording last allows you to introduce exactly what will be in the podcast because it has already been recorded. Second, students have had practice in front of the microphone and are more comfortable. They'll record a much better introduction, and after all, the introduction should hook the listeners! (http://learninginhand.com/podcasting/create.html)”
The third step is post production which is also known as the editing stage. Your first goal is to make sure that your audio is in the order you want it to appear. If not, this is the time to fix it. You can also delete any pauses, interruptions, or any “ums” and “you knows” that you do want included. You also have the option of including music and sound effects during this stage.
“If you're using a Mac and GarageBand, it's easy for student[s] to mix loops of music. Audacity users cannot compose music within the software” (http://learninginhand.com/podcasting/create.html). “[Although audacity] has several advantages: it is multi-platform (Windows 98 and later, Mac OS 9 and X, and Linux), and it’s free. This open-source program has become the standard tool for podcasters who want to record their shows, edit their recordings, and combine other recordings (such as intros, jingles or music, sometimes made with other programs) to create finished shows. After each recording, save your file in WAV (uncompressed) format - it’ll take up a bit of space on your hard drive, but it’s the best format to guarantee you don’t compromise on sound quality until you’re ready.” (http://www.ilounge.com/index.php/articles/comments/beginners-guide-to-podcast-creation/)
“If you use music, be sure it is "podsafe." Podsafe music is the term for music that can be legally used in a podcast and freely distributed online for others to download. There's actually so much podsafe music online, that you can spend hours sifting through it. Here are some sites for podsafe music:
• The Free Sound Project
• SoundSnap
• Royalty Free Music
• Flash Kit - Sound FX
• Podcast Bumper Music
• fOUR bEES Free Media
• Podsafe Audio
• Mutopia
• ACIDplanet offers a free 8-pack of loops each Friday.”
If you do decided to include music, please give credit to the artist, if possible. “To easily fix volume levels that are too high and too low, use the free Levelator” (http://learninginhand.com/podcasting/create.html).
“Once the podcast sounds just the way you want it, it's time to send it to iTunes. You can do this from the File menu in GarageBand, or you can export to an AIFF or MP3 in Audacity and then open the exported file in iTunes. Now you select the file you imported in iTunes and select Get Info from the File menu. Complete the fields. It's best to make sure this information is consistent in each podcast produced” (http://learninginhand.com/podcasting/create.html).
“After you’ve completed editing of your recordings and interviews, you can export your finished podcast in several formats, including MP3, AIFF and WAV. If you want to export your podcast as an MP3 file, you’ll need to download the LAME MP3 encoder as a helper for Audacity. But if you use AIFF or WAV, iTunes can handle the MP3 compression for you; this latter option is probably best, because you’ll have more flexibility in how you compress the file.” (http://www.ilounge.com/index.php/articles/comments/beginners-guide-to-podcast-creation/).
“Once you have the fields completed the way you want them, then click OK. Next, choose "Convert Selection to MP3" from the Advanced menu. Finally, select the file in the iTunes list and drag and drop it onto the computer's desktop. Now your MP3 file is there, ready for publishing!” (http://learninginhand.com/podcasting/create.html)
Lastly, the final step in creating a podcast is publishing. This step may sound and look difficult but there are available tutorials on how to go about publishing. This is one of many that I found on youtube:
http://www.youtube.com/watch?v=qppBELR1saw
I thought it may be somewhat helpful; it is similar to what Professor Bigsby creates when we are having difficulty on how to go about doing a tech lab assignment.
“The basic idea is that you need to have a place where your podcast is stored for people to download it, and then create a web link that other people can use to find the file.) Once you have the feed URL, load iTunes, go to the iTunes Music Store, click the Podcasts link in the left-hand column, and look for the Publish a Podcast link on the left of the Podcasts page. Click that link, enter the URL for your podcast, then click Continue” (http://www.ilounge.com/index.php/articles/comments/beginners-guide-to-podcast-creation/).
“You need access to a web server. You'll copy the MP3 file to the server. Also, a podcast needs a web page and an RSS feed. For the web page, use your favorite HTML editor (like Dreamweaver or FrontPage) or put the podcast information into a blog posting.
You might need software that creates the RSS feed if your web server doesn't create on for you. Feeder ($29.95) for Macintosh and FeedForAll ($39.95) for Mac and Windows are great pieces of software for making the RSS feed. It's somewhat complicated, so be sure to use the help menus or read the user manual. Once you input the information for your podcast into one of these software applications, it will have you upload the RSS feed to a web server. A free alternative for the RSS feed is to use the Blogger and Feedburner method for publishing the web page and RSS feed for a podcast
Submit the web address of your RSS feed to podcast directories, including iTunes, to tell the world about the podcast!
Learn how to link to your podcast in iTunes so web visitors can easily subscribe” (http://learninginhand.com/podcasting/create.html).
These websites were helpful to me when I was describing how to create a podcast:
http://learninginhand.com/podcasting/create.html">http://learninginhand.com/podcasting/create.html
http://www.ilounge.com/index.php/articles/comments/beginners-guide-to-podcast-creation/
Another website that I came across that I thought was helpful is:
http://www.podcast411.com/page5.html
I couldn’t decide which podcast to choose so I chose two that I thought would be useful and helpful in an art classroom.
http://www.learnoutloud.com/Catalog/Arts-and-Entertainment/Painting_-Architecture_-and-Sculpture/Art-History-Podcast/24148#plink
Click listen to podcast
The first one would be geared towards middle and high schools students it was a podcast about art history.
The strengths of this podcast include giving valuable information about the specific work of art. In addition, I think this podcast would be beneficial to students for when they are studying for a test or quiz because they can listen to the podcast as part of their review.
The weaknesses of this podcast is that it does not show you the artwork they are describe, it is simply audio. I think it would be more beneficial if students would be able to see the art work while listening to the information about it.
The other podcast is: http://mabryonline.org/podcasts/archives/student_podcasts/art/index.html
This podcast is more visual than the first.
The strength of this is that it allows students to share their artwork with others in their community and the World Wide Web. I this was a great idea because it makes the students art work last longer and give them a wider audience.
The weakness of this podcast is that it does not allow the viewer to hear what the artist has to say about their own work. I think it is important to know what a student has to say about their work because the viewer may not know what the meaning the artist is trying to portray.
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