Artifact+11

This Media Literacy Project can be downloaded in PDF format.



Preproduction **Justification** I created this podcast to address to availability and accessibility of hand held devices as learning tools. It is an independent learning environment where the student completes the task by listening to the podcast as a way to introduce the article. By creating the summary podcast, students will be able to more clearly decide if the article has the information they are looking for or interested in learning about.

**Learners/Audience Analysis** The learners for this podcast consist of anyone who is interested in learning about how mobile devices/hand held devices can be implemented and utilized in the learning process. This podcast helps learners of all abilities (except those with hearing disabilities) because it provides a summary that they can listen to as many times as needed. The learners for this screencast will be classmates.

**Digital Citizenship** Banister, Savilla. "Integrating the IPod Touch in K-12 Education: Visions and Vices." //Computers in the Schools// 27.2 (2010): 121-31. Print.

**Design** I used a Snowball USB Mic, with my MacBook Pro to capture the audio. I used QuickTime Pro to record the audio. I imported the audio into Final Cut Pro to edit out excessive breaths and other noises. I exported the file as an MP3, through Compressor.

**Goal** After reading the article, I decided that podcast needed to emphasize the important aspects of the article. The podcast needed to spark the interest of the listener so that they would further read the paper and explore the topic in more depth.

**Script** What is the future for Media Studies when students frequently know more about media than their lecturers? How can lecturers implement the technology that student’s already use on a daily basis? Can lecturers challenge students to use technology in new ways that will enhance their learning process and abilities? The capabilities of the iPod Touch, iPhone, and iPad have encouraged research on how K–12 teaching and learning might be energized by such devices. Various state and national interest groups expect that students will learn to effectively use computer technologies. Tremendous resources are dedicated to trying to provide teachers with the necessary tools, to integrate digital technologies into their classrooms, for this purpose. These devices are not just ways to encourage the development of technology skills, it has also been shown that integrating handheld devices can be a pathway to increasing student learning and achievement. The iPod Touch, iPhone and iPad are equipped to perform many complex tasks, and can accomplish many educational objectives. These devices are inexpensive, compared to laptop carts or computer labs, and their portability and durability provide students with easily accessible learning tools. However, caution must be taken, as the management and implementation of these devices bring both risks and challenges. Classroom management techniques for keeping students on task are necessary, and would need to be developed and practiced. Implementing a system to assure that students are using the applications in support of their learning, rather than in a rather that distracting way, would absolutely have to be addressed. Making this type of mobile learning a reality will take some time and effort to fully implement, but could offer new methods for teaching and incorporating technology into student learning.

**Mood** The mood of this podcast is one of instruction. The tone is that of an educator, with interest in the subject matter. The intended mood is meant to be inspiring and interesting.

Production media type="file" key="JNobles Podcast.mp3" width="240" height="20"

Post Production **Reflection** The file size of my screencast is 2.5 MB and 2 minutes long. This podcast is basic and is a summary analysis of the paper “Integrating the iPod Touch in K–12 Education- Visions and Vices”, by Savilla Banister. Two uses that podcasting could be used in my field of interest are for explanatory purposes - explaining a process to achieve a goal and for communication purposes - to communicate with learners who have questions. Both could easily be implemented via iTunes or Dropbox.

**Evaluation** I had previously read this paper, and loved it. The paper is more complex than my podcast covers, so it was my intention to spark the interest of the listener so that they would be intrigued enough to explore the subject matter more intensely by reading the paper and possibly conducting more research on the subject. I had 2 papers that I really wanted to discuss, and almost tried working them together into the same podcast. After I took my notes, I realized that aligning the two papers wasn’t going to be as easy as I had thought. Both had clear, concise subjects that were different, but related. The “Other” paper I was going to work into the podcast was “Sounds like teen spirit- iTunes U, podcasting and a sonic education”, by Tara Brabazon. I love the integration of media in our schools, and I am becoming more aware of how it can be done effectively with tools that students have access to. This entire subject reminds me of when I was in high school and we needed to buy the Texas Instruments graphing calculators. I can very clearly remember my parents not being able to afford the $150 calculator. Which 20 years ago, seemed like a lot more than it does today. So I understand the digital divide and how it can cause serious financial burdens for families. I love the use of these technologies, but not all students HAVE or can AFFORD an iPhone, iPod or iPad. Having these devices come from the student would be ideal, but realistically the school districts would still have to be responsible for providing the technology to those students who don’t have access. If the entire student body is issued an iPod, or iPad, then the learning approach is fair, but if select students cannot afford the technology then they get left out of the loop. My podcast was a simple introduction/summary of the paper and was meant to spark interest.

Resources Auchincloss, C., & McIntyre, T. (2008). iPod “Teach”: Increased access to technological learning supports through the use of the iPod Touch. //Journal of Special// Education Technology, 23(2), 45–49.

Brabazon, T. (2009), ‘Sounds like teen spirit: iTunes U, podcasting and a sonic education’, //Interactions: Studies in Communication and Culture// 1: 1, pp. 71–91, //doi: 10.1386/iscc.1.1.71/1//

French, D. P. (2006). iPods: Informative or invasive? //Journal of College Science Teaching//, //36//(1), 58–59.

International Society for Technology in Education (ISTE). (2004). Retrieved July 3, 2004, from [].

Motiwalla, L. F. (2007). Mobile learning: A framework and evaluation. //Computers// and Education, 49(3), 581–596.

Petroski, H. (2008). Changing study habits. //American Society for Engineering Education// (ASEE) Prism, 17(5), 24.

Swan, K., Kratcoski, A., & Van ’t Hooft, M. (2007). Highly mobile devices, pedagogical possibilities, and how teaching needs to be reconceptualized to realize them. Educational Technology, 47(3), 10–12.

Swain, C., & Pearson, T. (2002b). Educators and technology standards: Influencing the digital divide. Journal of Research on Technology in Education, 34(3), 13–29.

Tomasino, C., Doubek, K., & Ormiston, M. (2007). Can handhelds make a difference? Lessons learned from large and small scale implementations. //Educational// Technology, 47(3), 29–2.

Van ‘t Hooft, M. (2008, March/April.). Envisioning the future of education: Learning while mobile. Learning and Leading with Technology, 35(6), 12–16.

Weinstock, J. (2007). A hideout all their own. //T.H.E. Journal//, //34//(9), 8.

Zukowski, A. A. (2007). iPods offer gateways for new learning experiences. //Momentum//, //38//(1), 102–103.