Reflection – Digital Media and PowerPoint Project

In this assignment to create a media-infused PowerPoint presentation we were asked to blend our subject matter, whichever discipline that may fall into, with our knowledge of technology tools and the vast resources of the Discovery Education site, with the purpose of creating a learning module that would be of benefit to both student and teacher.

Although I teach across the disciplines, I have chosen technology literacy for the presentation, specifically the area of Internet Safety. This is an area that I touch on each year, but with a ready made lesson such as the one I have submitted, I feel that I can approach this very important topic in a much more organized way. I am planning to use this lesson over a few class periods beginning the last week of September.

Due to the necessity of uploading the file to another site, I have merely created an image where the video segment itself would be embedded, and just provided a hyperlink directly to the Discovery Streaming site. Normally in my teaching of the do’s and don’ts of PowerPoint (and I do not claim expert status by a long shot) I remind students that there should be no special effects, no little sound clips, unless they actually enhance the content being presented. In order to comply with the project requirements I have added a sound file, a single bell when moving to from the video slide to the review slide of a sub-topic. There is no way this has any bearing on the learning activity but there seemed to be no ready-made sound file that would serve a purpose here. One of the great features of many of the Discovery videos is the supplementary materials provided, as is the case with the video “Internet Safety: Pitfalls and Dangers”. There is a wealth of material from parent letters to pre- and post-viewing activities and discussions, to blackline checklists and outlines of the important concepts in the video.

I believe a presentation like this lends itself well to in-class discussion, but what I would hope to do is to then upload the activity and use it in Assignment Builder, after the whole class activity, perhaps creating the opportunity for students who missed all or part of the presentation to catch up, or to provide for the needs of the student who may benefit from a second and a third look at the topic. So many discussion areas and blogging topics can arise from this learning activity, as well as, I hope an increase in the level of technology literacy. I do plan to download the video segments to create a stand-alone teaching tool that can stand up despite network or streaming difficulties. Despite the pressures of meeting a deadline, I am grateful for the make-and-take opportunity and I know my students will benefit.

Synthesis Soup

In my role as “tech teacher” and “tech coordinator” at my school, I find myself faced with two broad challenges. First, I need to help my students develop technology literacy and use 21st century tools in appropriate, constructive, and creative ways; and second, I need to encourage and support the classroom teachers with integrating technology into their lesson plans in a way that will not only enhance their teaching methods but also provide opportunities for students to put into practice the tech literacy I am trying to develop. I have experienced some success with the first challenge, though I feel that there is far more to do than my 45-minutes a week with them will permit. In the second challenge, I feel I am somewhat of a failure. (There are also the unwritten challenges of unjamming printers and unblocking sites on the content filter and maintaining the website, etc., etc…but let’s not go THERE.)

Perhaps my expectations are too high but I fear that a number of my teachers see technology as a discipline that can work in isolation rather than one which can blend quite well into the curriculum to enhance the discipline(s) they teach. Though I have tried my best to refer to it as “tech class” as opposed to “computer class”, students are still told to line up for “computer” as I approach the door (and of course you can imagine how quickly they are all ushered out so the “prep time” may begin!). Well, if I am painfully honest, some of them see it as nothing more than another “special” along with art, or music, or Spanish. The ideal is for us to be working together and blending, dare I say, synthesizing, the elements of content matter and technology that will produce a desired outcome, or performance objective. There is time built into the schedule for us to meet, but often they are too busy and prefer to grade papers or work on some other task. I have done a number of interesting tech projects with my students that were based in a curriculum area, but the students fail to see it as a way to learn about the economy, or The Alamo, or the space program, as much as a “project for computer class”. It also is not given as much importance in their eyes because “it doesn’t affect my general average”. If I work with a teacher to develop a project, let’s say on an assigned South American country that calls for them to research and then share that information in a video format, I am still working with them on the project weeks and weeks after the class has moved from South America to Europe in the curriculum.

null There are a few minor success stories. One project completed with eighth grade last year allowed for developing skill in technology tools in the completion of a project based on the health curriculum. Mrs. C, our health and phys ed teacher, and I worked together and did extensive planning for this project. We did feel that we had accomplished our goals because we didn’t say, “Oh let’s not ever try this again!” On the contrary, we plan to do it again this year but fine-tune any weaknesses we encountered the first time. I will explain how we blended health subject matter and technology literacy in this project following Gardner’s four loosely ordered “components of synthesis” (the recipe for Synthesis Soup):

1. A Goal – The goal was to provide a vehicle for eighth grade students to learn as much as possible about Risky Adolescent Behaviors for the purpose of helping them to make sensible choices as they encounter situations in their teen years.

2. A Starting Point – Students were presented in health class with the idea that they would be facing many choices in the future and they needed to learn as much as possible about the effects and consequences of their choices, even in areas they had not yet experienced. Since there were so many areas to be covered, they would work in groups to research their assigned topic and create a presentation by which they could share their findings with classmates, and eventually a wider audience, in order to help others make informed choices about risky behavior.

3. Selection of Strategy, Method, and Approach –
Our strategy was using a team approach to be able to present as many topics as possible, and the following technology tools were brought into play:

wiki – The eighth grade class wikispace section on health was developed with an opening page explaining project goals, expectations, and due dates. A resource page was added with selected sites for each team to use for information in developing their project. I assisted in the setup and permissions on the wiki, and some of the coding. The health resources were gathered by Mrs. C. with tech resources added by myself. Each team then had its own page on the class wikispace that was setup for them as a table so that each expectation was clearly defined.

PowerPoint – The presentation was delivered in PowerPoint and techniques in developing a good PowerPoint presentation were explained in technology class. Expectations of quality were spelled out on a score sheet for the technology aspects of the project and links and tutorials were provided on the wikispace for reference.

Podcast – After the presentations were made in class, students then worked in their teams to turn their presentation into a dialogue that could be recorded as a podcast. In this way, the basic information was shared with a wider audience, while the in class presentation was visual and allowed for images that may have been copyrighted but cited in the presentation. This was a learning experience for me as well as the students, as it was my first time having students do podcasting. Previously I had only created them myself. The eighth grade podcasts are still available on our tech class blog on the right sidebar of the page.

4. Drafts and Feedback – Here I am not sure if I should analyze the feedback for student work or the feedback Mrs. C. and I gave each other as we discussed the strengths and weaknesses of the project. One thing we felt needed more emphasis next time was developing a more in-depth understanding of the project. Many times a team would have pulled a statement or a statistic from one of their sources, without fully understanding the context from which it was taken, or its significance in the overall picture of the risky behavior. I am not yet sure how we will deal with this issue this year. Students will not ask for help if they think they “get it”, but it may not be obvious until the final piece is presented that they didn’t really “get it”. So we must then step in and use the teachable moment. We also need to place more emphasis on oral presentation techniques. So I suppose our first year project was a “draft”, and hopefully this year’s students will benefit from our learning. We indeed learned along with them throughout the course of the project. Another area we hope to refine is being able to define for them our ideas of “excellent, adequate, and unacceptable” work on this project. We seemed to be more re-active than pro-active in this regard.

Will they be able to apply the best practices for presentation we tried to develop in other work they do in high school? We might never know if those skills carry over. More importantly though, have we given them the opportunity to develop their knowledge of risky adolescent behaviors so that in the future they do not become like some of the victims presented on their slides? Again, we may never know but, we can hope.

Note: Should anyone in the Wilkes Digital Media course wish to have guest access to our private eighth grade wikispace, that can be arranged. Feel free to contact me.

-Image created with Wordle and Microsoft Clip Art

Which Way to Oz?

When Gardner states his belief that “…today’s formal education still prepares students for the world of the past, rather than for possible worlds of the future” many educators will nod in agreement. And yet, what are we doing to change that looking backward mentality?

The resources available to educators today are astounding, perhaps we might also say, overwhelming. How can we find the best way to approach our planning and teaching? How can we best reach our students? His research on mulitiple intelligences tells us that there is no one correct or best way to reach each and every student. We need a diversified approach, taking into consideration the varieties of ways in which individuals learn. Gardner states that if a subject is worth studying, “it is worth studying deeply over a significant period of time using a variety of examples and modes of analysis”. And in so doing, “Any lesson is more likely to be understood if it has been approached through diverse entry points.” (from Points 2 and 3, How To Discipline a Mind in Chapter 2)

With this in mind I searched through Discovery Streaming for video content which would support my goal of helping students to better understand the concept of “Digital Citizenship.” I have chosen this content area because although I work with teachers across the curriculum and may help to develop projects in science or social studies, health or religion, I feel a personal responsiblitiy as the “tech teacher’ to promote digital citizenship.

The video content I chose is “Internet Safety: Pitfalls and Dangers“, slightly over 16 minutes in length but available in six segments. The video also provides a review segment, a video quiz, blackline masters, and a Teacher’s Guide, as well as a sample letter to parents on the topic, asking them to also be involved in the discussion with their child. An especially nice feature of this video is the fact that the date is 2008, so the message is very timely for today’s student.

How shall I use this video? Let me count the ways…

  1. Each topic can be presented first by asking about students’ prior knowledge or pre-conceived notions and then playing the individual segment to reinforce, clarify, or correct what surfaced in discussion. Each video segment can then serve as a jumping off point for a more in-depth look at the topic within the unit on digital citizenship.
  2. The video segments could be placed as links in Assignment Builder, where students could view/ or re-view) and respond by summarizing the key points, either with in the builder or in an individual blog post. The accompanying supplementary materials provide questions that can be used as a quiz in the builder also.
  3. The video segments could also be embedded on a private wiki (which I use with each of my classes) to allow for viewing both at home or school, with discussion questions and students responses taking place in the wiki discussion area.
  4. Individual segments of the video could be assigned to groups of students to role play an appropriate scenario that represents the do’s and don’ts being presented. In this way there are “performances of understanding: (Point 4 How to Discipline a Mind) allowing students to demonstrate a deeper understanding of the topic than merely memorizing the “right answer”.
  5. Unfortunately this is not an editable video. If it were we could do such things as take an image or frame and perhaps add talking bubbles or narrate over it. I believe it would be permissible, however, to turn down the sound and have a student summarize the content of a segment on social networking or online shopping for use within the classroom only. A student could create a slide show in which the segment was embedded, and I am assuming still voice over that way, as long as the slide show were presented in class only. And of course the review segment would summarize and reinforce all the content and discussion and could serve as a unit wrap-up.

Having listed all this, I am faced with the age-old dilemma that in providing a variety of entry points and allowing different ways for students to demonstrate “conceptual ablility”, a unit of this nature could stretch out for weeks and weeks with a class that meets only once per week. When we are faced with curriculum guidelines that basically call for content that is “a mile wide and an inch deep”, how do we reconcile that with Gardner’s call for core knowledge to be “intense and acquired in meaningful context”? This has been my stumbling block with projects I have suggested to teachers who are worried about all they have to “cover. Until some of that pressure is removed, many teachers are afraid to go too far in depth and then “fall behind” in the curriculum. And with the ever-present state testing, what are we to do?

Yellow Brick Road Second LifeIs there an Emerald City of education where all these concerns can be resolved? If Gardner had a visiting superintendent who wanted to see examples of such-and-such because that is where you should be in the social studies curriculum, but instead he as the teacher had done a very in-depth project that took several weeks, how would he respond to the question? Does this say to us that there needs to be a revolution in thinking “at the top”? We educators have brains, and heart, and (for the most part) we ARE striving to create life-long learners. We need to gather up our courage and creativity and keep trying to do what will allow our students to “come to enjoy the process of learning about the world” and see learning as a joy rather than a chore. Perhaps we can see Emerald City in the distance, but the yellow brick road sure has a lot of bumps along the way.

Blackberry Jam

I have returned to my Blackberry Alley blog site to introduce myself to my fellow learners in the Digital Media in the Classroom course at Wilkes University.  I say “returned” since lately I have been using my DEN STAR blog located at For this course I will post in Blackberry Alley. The name is derived from the narrow alley that ran behind my childhood home, and down which I trudged, at times reluctantly, and frequently late, to my little grade school.

For the past ten years I have been the technology coordinator at my school. What exactly is a “technology coordinator”? I wonder if there is an actual definition. At my school it means that anything remotely related to a computer is my responsibility.  In addition to teaching technology classes at my school for grades 3 through 8 (the librarian does K-2), and meeting with teachers to help plan the integration of technology into the curriculum,  I built and am maintaining the school website, do  the E-Rate applications, write and update the technology plan, serve as the PowerSchool administrator, train the teachers in after school tech sessions, upgrade and maintain all the PCs and laptops in the building (small school, just under 100 computers in all), manage the network and content filter, supply users with swipe cards for the security system, unjam printers, connect DVD players….you get the picture. If it has a plug, they call me.  For the past 3 years that is all I have been doing although for 7 years before that I also taught Spanish classes for K-8 in addition to the tech work. It got to be too much to say the least.

My classroom experience goes back 25+ years teaching grades 4 though 8.  I think I always was drawn to technology, though. Does anyone remember something called Systems 80? So old even Google didn’t have an image of it. 0826destinationI also begged to be the one to get the Destination computer in my classroom. Nod if that sounds familiar. I once did a summer internship with a major local business in their MIS department and one of my assignments was to use Lotus 123 on this new device they had just obtained, put in a little glass room all by itself…something called a “PC”. Sounds funny now, doesn’t it?

One of the ways I have grown as an educator has been to expand my personal learning network. The best way I have found to do this has been with the Discovery Educator Network. Since I became a STAR educator in 2006 I have learned so much, and made so many friends among educators all over the country. It is Vita Demina in SLwonderful to be able to share ideas and practices, to learn new things together, and sometimes just commiserate. I have become especially active in the Second Life group for DEN educators and am a recent addition to the DEN in SL Leadership Council. Besides it being a great vehicle for professional development it is also a lot of  fun and the tech aspects of it are quite appealing to the geek in me.

What I hope to learn in the Digital Media course is not only a more in-depth understanding of some of the digital tools at our disposal, but how to best make use of them by listening to the ideas and comments of my classmates and pondering the writings of some “experts” in the field, though we are all experts at some things and beginners at others.  The DEN slogan is “connecting teachers to their most valuable resource – each other” and I think we will learn far more from each other than we can from any textbook. Let the games begin!

P.S. A shameless plug, but if anyone wants to visit our classroom tech blog, we would love to see more red dots on our Clustr Map. I keep telling the kids that, “Yes, people do read what you write. It does matter.” They will begin next week and will be excited to see how the map has changed since they left in June.

Smart People

Following a winding path through various links and blogs, I came across the post by Seth Godin on June 5, entitled When smart people are hard to understand.

Mr. Godin mentions two strategies for handling the situation of hearing a “smart person in your industry”  use a term with which you are unfamiliar. The first is to ask. “Wait, I was with you until a second ago. What does that mean?” The second is to write down the term and then later that evening research it, not giving up (or going to bed) until you completely understand it.

Every industry has its buzzwords, special jargon, tools of the trade.  Since I am in the “education industry” that is the jargon with which I usually am faced. Which strategy do I employ?

I feel each has its place, and the determining factor for me is the setting. If I am in a one-on-one conversation with a colleague, and an unfamiliar term or acronym or Web 2.0 tool comes up, I have no qualms about using strategy one. I am not putting my lack of knowledge out there for the world to see (hence I am only uninformed in front of one person). In a larger group such as a conference session or workshop, I am guilty of feigning understanding at the moment as I make either written or mental notes to find out later what the heck they are talking about. It is my “afraid of looking dumb” position, but also I feel that if the majority of the group understands and I do not, far be it from me to drag down the conversation and take up the group’s valuable time. Of course, there is always a sigh of relief when some other bolder person asks aloud what I was asking mentally. (Thank you brave person!)

I would like to think of those colleagues using the terms I don’t know as more experienced, rather than call them smarter than myself. I assume that is really what Mr. Godin meant. I am finding more and more opportunities for personal learning these days, and so many people who are willing to do the explaining. But one of the things we hope to instill in our students is the 1)the desire to keep learning and 2) the strategies for how to go about it. Okay, that’s two things. Do we give them enough opportunity to ask questions without feeling that that they are not one of the “smart ones”? Are the students most in need of asking the questions the ones who are the most worried about looking foolish? The chances they are making mental or written notes of what they want to look up later are rather slim. Maybe I need to be more open and encouraging in that regard, and not take that head nod to mean, “yes, I get it”.

Serving up excitement – and responsibility

The time has finally come that we will replace the server at our school – and I need to choose one. Awesome! But scary.

When I first began as the “tech teacher” nine years ago, that was really all I did. There were parent volunteers who did the network configuration and the purchasing of hardware. So much has changed in that time, including me. I followed those guys around like a puppy soaking up everything they did, whether it was crawling over a ceiling to drop an Ethernet cable or mapping a network drive. And I learned. And when those guys were no longer available due to work relocation, we picked up the services of a local tech support group. I sat with the tech through every upgrade and problem solving session. And I learned some more. It did help also to take a grad course in networking. So now I am the network admin, and I have chosen switches and wireless routers, laptops and PCs, projectors and software. I control the content filtering and have to trouble shoot with the service provider whenever our network is down, thankfully a rare occurrence.

But now, after I guess about 7 years, our old Compaq is still running fine but just can’t store what we are dishing out. At the time they chose this server 34 GB was a big hard drive. Do I hear laughter? Well, it was! But this year as we were completing our video projects and podcasts, saving edited versions, or in the case of some students saving 12 versions (Save, not Save As!!) we actually were out of space. I scrambled to delete whatever I could to squeeze the projects on, moving all kinds of things, but especially photos and videos, to an external 250GB Seagate I had luckily purchased a year before.

Our tech support company says, better to get one now rather than wait till the current server dies. I can’t imagine having a dead server. How would we function anymore without our network, our Internet access? So I have begun the search, and will get recommendations from them, but the responsibility weighs heavily on me. We will all have to live with the decision for a number of years. It needs to be a good one.

A tech savvy friend whose expertise I admire asked if I would be going with Linux. I have heard great things about Linux but I have zero experience with it. Is there too much of a learning curve? I have no idea. I will likely fall back on Windows (the devil I know rather than the devil I don’t know). So much work will be involved even after the purchase is made. Migrating the softwared apps, rewriting log on scripts, setting permissions, enrolling all the users, mapping new drives….yikes. I was going to try to spend LESS time at school this summer. Maybe the 34GB Compaq can go another year?

And when the teachers come back at the end of August will they have any idea what went on behind the scenes, and why they can still logon as before as if nothing major occurred? If I do this right, maybe they won’t have a clue. Wish me luck!

What was that “whoosh”?

That “whoosh” was the 2008-2009 school year whizzing by. For better or for worse, it’s a wrap. With great chagrin I have realized that this blog site has been gathering dust since the end of 2007, and so I will use my reflections of the past year as my microfiber dust cloth. (Since real cleaning has not yet begun in my real house…virtual houses are so much easier to maintain.)

I suppose the test of whether or not a school year is successful really comes down to the students themselves. Did they learn? Did they realize they learned? If so, was it enjoyable? I do not necessarily mean FUN…but was it satisfying for them? (And, what’s so bad about fun anyway? ) Did they have a sense of accomplishment? Do they better understand the tools at their disposable and how best to use them?

Well, to be honest, I don’t really know. Perhaps I should have asked them instead of just surmising. I could be way off the mark. I assume they feel a sense of accomplishment at creating a digital story, taking it home on a CD to share with the fam, although for some it seemed to be a real chore. Digital story writing has been going on in our school for a few years now. Hopefully we improve each year, and the students are more engaged each year. Thankfully I have no projects to finish with the promise of mailing them out. That was a disaster when I promised that last year.

What did I try that was new this year? I learned to use Jing, and created how-to videos for students to watch in my absence. That is definitely a tool I would like to continue using, and encourage the other teachers to use. The faculty had a session on how to use the free program, but to my knowledge no one but myself really did. Chalk up one failure on my part as tech coach. The horses are just not drinking the water.

We did more blogging using (a terrific site, thank you David Warlick), taking it down to fourth grade, and the feedback from both students and parents seemed to be positive. I hope to get more parents, as well as the outside world, to comment on student blog posts. By inserting a Clustr Map I hoped to show the students the power of their words and that their audience could conceivably be global. (Thank you to my dear friend Marco in Sicily who agreed to visit our class blog so we could get a red dot from Italy!) Our dots will increase little by little, but we have kept pretty much to ourselves and so that is an area for further growth.

Mrs. C. and I worked out a great 8th grade project integrating health topics and technology. I hope we do that again next year, learning from our mistakes this year of course. Hopefully the students will remember the difference between a good PowerPoint presentation and one that is positively awful when they have to make presentations in high school. We finished off by using the info presented in the slide show and turning it into a podcast. I have done podcasting myself but this was my first attempt at getting the students to do it. It wasn’t easy, mainly because of our lack of the proper recording equipment. They carried on their conversations each recording into their own headsets, the Audacity file was converted to an mp3, and I merged the mp3’s into one audio track. Four groups done and about four to go. Hope I remember my user account on Gcast so I can upload. I would love to have an omni-directional microphone rather than doing all the individual tracks (I believe that is what my friend in the broadcasting world called it.) But in Catholic school we learn to make do.  If the genie stops by, one of my three wishes would definitely be a classroom set of microphone headsets of good quality and all the same kind. the second would be the omni. And the third, would be for three more wishes.

The third grade video is posted on our school website and students in grades 5 though 8 are now comfortable using wikis. More teachers are using Discovery Streaming and Google Earth. The classroom laptops are more in demand than ever before.

What’s next? Lots of work to do this summer, since the purchase of a new server has to be investigated… updating the network, the website, the billion Microsoft updates that will need to be installed, untangling about 5000 feet of Ethernet and electrical cables in the classrooms, and trying to wade through a stack of professional journals looking for the latest and greatest in tech tools for schools, attending PowerSchool update sessions and doing the many PowerSchool tasks associated with a rollover.  I will hang out with the Discovery gang at Den in Second Life, meeting new people and gleaning many new ideas. And I will listen wistfully to their tales of how great it was to be at NECC. I almost thought I would get there this year since it was in D.C. Oh well. (Hey, Genie!)

Did I hear another “whoosh”? Yep, that was the sound of summer flying by. I am determined to take some time for myself this summer. Then maybe I won’t mind hearing that sound when August rolls around.

Pondering Podcasts

I am feeling with my experiences in the eLearning Web2.0 class that my background is a mile wide and an inch deep. I have dallied with so many read-write web tools and yet I do not feel expert in any. Podcasting is right up there at the top of the list. It is not such a difficult thing to do, in my opinion, at least tech-wise. But the problem is time-wise. Being somewhat of a perfectionist doesn’t help matters either.

I started last February with my first podcast, using GCast mainly because I liked the idea of being able to use the phone to upload a message, and that is exactly what I did for my first podcast. I can’t tell you how many times I re-recorded my voice. Then I became more daring and experimented with a microphone, and improved my Audacity abilities. Even got the nerve to add a little intro and outtro theme music. But I was never completely satisfied with the end result and edited to death.

I began to appreciate the learning applications when I decided to create podcasts for my Spanish students as end of the year reviews. I created three separate podcasts, and in a sense there was a visual element to them, because I placed review activities on the web page for them to view while listening to my voice explain the sentence and the grammar concepts. I was pleased with the results of that. That website is no longer in existence, though the podcasts are still in my player at the olphazul podcast site. I created a separate channel for the Spanish classes. Now how many students actually listened? Well, let’s not go there! I haven’t posted anything for a while, but I have an embedded player on my site. I prefer embedding the player rather than taking them away from the teacher website.I am particularly impressed with Radio WillowWeb as an example of student podcasting in the curriculum. It is evident that the students are well-rehearsed and are very enthusiastic about their roles. Also Mabry Middle School in Georgia has very polished vodcasts which might be the envy of any school. Seems like it is a great PR vehicle for their school as well, though I would love to know what goes into each vodcast before it appears!

I have 2 issues that I need to resolve: 1- the time factor and 2- the permission factor.

Our class size ranges from 30-35 students and half of them are in the computer lab at a time. I have taken time to record student voices outside of my scheduled class time, but that keeps me from accomplishing other pressing tasks that I would have done during that time. Most recently I recorded several students reading a segment of their “guinea pig project” that fourth grade does every year. Then at the end recorded 2 students acting as radio emcees to intro each segment. This involved a rearranging a lot of sound tracks in audacity, but I started to become pretty good with that. Where is the podcast now? Well, no where now, because I have not uploaded it anywhere. I have not given a specific permission slip for podcasting and in a diocesan workshop I recently attended many of the others said they would never post student voices without having parents sign a permission form. (Mind you only first names are used anyway.) My principal, however, sees no harm in just uploading the cast without a separate form. What to do?

For that concurrent workshop in which I am participating, I plan to scan some of their drawings and try the vodcasting angle. Then of course, do I juggle who recorded, whose drawings were included, who is being left out?

Below are some resources I am sharing from the CAPE podcast/vodcast sessions. Maybe they will be helpful to some of you.

Educational Podcast Examples
Stanford University
Lehigh University

Mr. Coley’s Studycast
Student planning for the ColeyCast
Social Studies
Colonial Williamsburg
History According to Bob
Audio Tours of Rome
National Geographic – Walks of a Lifetime
ELA/Literature/Audio Books
Open Culture
NASA Podcasts
National Geographic – Wild Chronicles
Ed Tech Musician
World Languages/ESL
Teach with Grace
Kidcast – podcast about using podcasts in Education

Podcast Evaluation
Evaluation Checklist – Kathy Schrock