Friday, November 24, 2006

Discussion of AIM Meeting

A meta-discussion of our discussion, a ramble if you will (even if you won't) about the medium, benefits, and drawbacks seen upon my reflection about our Tuesday class discussion. ALSO: note that I found a free server that provides 2GB of storage for files such as these. I've moved all of my podcast files to that directory. So far as I know, the links are as follows. Any problems, please let me know: - home directory of the podcasts this plus the filenames below should take you to them:

/pc-112406.mp3 - today's
/pc-111006.mp3 - Nov. 10
/pc-117.mp3 - Nov. 7
/berg-1024.mp3 - audio from 10/24/06
/ - vidcast from same.


Tuesday, November 14, 2006

Assessing the product

Here I respond to something Adam and Chris said about assessing the product when your students are as knowledgeable or more knowledgeable in a technology you're using than you yourself are. I bring in my own experience teaching professional writing to ask some questions about the ethical implications of this.

Monday, November 13, 2006

Communication and Technology

In this podcast I briefly review the readings for this week with past discussions in mind. You may want to fast forward to the end to hear the questions for the iTunes/iPod focus that I have contributed this week.

Sunday, November 12, 2006

Starting from the ground up

Since I'm doing this so late, I decided to make my audio thoughts be a bridge between our discussion last week and the upcoming readings for this week. In it, I tried to provide us with a foundation that we can hopefully use to move forward on as we try to successfully integrate technology into our classrooms.


Saturday, November 11, 2006

CXC Response

This is a sort of free-flowing response to the topics we addressed as a class - not so much about the readings, but about the questions and discussion we had.


Friday, November 10, 2006

Digital digs: an archeology of the future

The link above is to Alex Reid's blog. I have been keeping an eye on this blog since my second year at Michgan State. Early on he had done some work with podcasts around the time I was working on my own portfolio based podcast. A variety of topics are explored. In partcular you will want to focus on the ongoing comments on iTunes U.

Here are some of the specific posts:
10/6/06 (morning)
10/6/06 (afternoon)

Critical awareness

In considering both the podcasts and some of the posts here I wanted to echo an interest in critical awareness of technology among students. Christian addresses some of the visual aspects that remind me of a conversation I had recently. The premise is something like this.

As an instructor I do not consider myself and expert in the variety of technologies students are interacting with. Considering that my knowledge and credentials focus on increasingly specific areas, how can I bring the type of critical awareness many of the readings this past week seem to encourage? In other words, do we need expertise to ask our students to explore various technologies in educational settings?

I think this question connects very well with some of the educational environment discussions we have had. For example, what type of classroom does the notion of expert instructor encourage? Just some of my thoughts. Going to post here soon with the link to the blog I mentioned.

Thursday, November 09, 2006

Reflection on our discussion Tuesday

Early on in our time at Mitch's we talked about visual communication and productive citizenship, in relation to the Duffelmeyer & Ellertson piece. I don't remember the details of our conversation, but it relates to what Adam and I both addressed in our podcasts. While Ellertson teaches basic skills in visual communication production using Flash, the more important aspect of his teaching is the visual literacy that it instills in the students. They may or may not spend much time creating highly visual pieces of communication (I think that for most people email, with possibly some pictures as attachments, will persist with little significant change for quite a while), but the enhanced visual literacy will be very important. Note, for example, the Vernon Robinson TV ads during this past (thankfully) election cycle. Ellertson's assignments help his students see how unrepresentative a selection of images can be. Take Robinson's images of purportedly illegal immigrants burning the American flag and making obscene gestures. How many viewers will take those as representative of immigrants or Hispanics in general, not recognizing the careful selection and arrangement of images from among probably thousands of possibilities? Quite a few, unfortunately. DeVoss and Selfe discuss on p. 439 the "[s]hifting notions of literate citizenship" that complicate teaching with technology in K-12 classrooms. The increasing visual nature of our culture, discussed in many of our readings, necessitates that we prioritize the teaching of visual communication as early in a child's education as possible, which, of course, requires more than a couple hours a week in a shared computer lab or an assigned time at a common classroom computer. Will there be a time when computer classrooms will be the norm? Alas, probably only when it's seen as contributing to productive citizenship, in terms of economic productivity, rather than just plain citizenship.

Tuesday, November 07, 2006

ECAC responses

Here I do some short responses to the previous posts for this week, as well as adding a few thoughts of my own.

Audio thoughts on the ECAC articles

This week I really couldn't develop any grand unifying thoughts on the articles, so I decided to just give some overview thoughts on each article individually. One idea that did come out of the readings though was that it's going to take a lot of work to implement technology into the classroom. I end my podcast wondering where the primary responsibility for that work and effort lies.


Comments for 11/7

In this podcast I comment on the highlights of and connections between our readings for November 7, Electronic Communication Across the Curriculum. - Chris

CAC & Technology

In this podcast I ask one question and consider two other directions from the reading for the course. What might the Spellman grant look like today? Continued work and continued challenges. Revisiting the classroom diagram.