Workshop 3

I am currently playing with the idea of using a form of podcasting to give feedback on student work. Traditionally, I have used a rubric and have made additional comments as necessary. My experiment is to read certain sections of student essays and to give verbal feedback. If this plan works, it can serve as a model to students on how to complete mature peer critiques. Some drawbacks to the experiment may include the need to give grades but not to give the grade over the podcast. To keep academic honesty and respect for my students, I will still need to complete some sort of written report. I hope to give the best feedback possible without creating too much extra work for me.
Another element for research is the Mac component of podcasting. I think that there is a way to attempt something similar on a PC. I don’t have a Mac, and will need something that works on both systems.
Podcasts can potentially be a great tool to support critical thinking and the art of discussion. My students are not masters at giving constructive feedback. They will either note that a piece is generally “good”, but they are unable to express why. Or they will comment on their feeling when reading, but do not have the descriptive ability to focus their comments on specific tasks and skills. I hope that podcasting recording element will help students to be more reflective and assertive in their work.

Taxonomy of Outcomes with Technology

In the cognitive realm, my hope is that my students will have a stronger knowledge and comprehension base through the use of technology than without it. This element of learning is the drill and practice method of grasping a new skill. I hope then to take this comprehension level into some sort of project-based work which will challenge students into synthesis and evaluation, even creation. Internet-based technology can connect students to a world of many applications and the opportunity for crafting new ideas. Twitter is a perfect example of a creation aimed at more effective, simplistic social networking that has turned into a global phenomenon. Technology literally puts the world at student's fingertips.

Affectively, students should be able to receive information well with the proper use of technology. With so much research-based plans for individual instruction and differentiation in the classroom, the teacher can now be multiple places at once through the use of a mouse. Students should have the desire to learn because of the many possible outcomes. Teachers have choices through the use of software, websites, and collaboration materials of many different types of outcomes. Students can do so much more with technology than without it.