podcasting for change
DESCRIPTION
School projectTRANSCRIPT
Technology in
Cla
ss:
A Help
or a
Hin
drance?
Ann Garla
nd ED 6
90
Podcasting for Change
How Does Technology Impact
Student Attitudes and Achievement in Class?
Podcasting for Change
Podcasting for Change
1. What are some of the behaviors that indicate poor student attitude in class?
3. How will podcasts change student attitudes in class?
5. How do podcasts change student language skills?
7. What do students think about podcasts in class?
Podcasting for Change
Review of Literature
umerous areas inform this study
3.ult imedia Learning
(Modality Effect, Cognitive Load)
4.ew Digital Literacies
(Technology for New Skills, TPACK1)
6.est Practices in Classroom Podcasting
(Didactic vs Discursive, Collaborate in public )
1Technological Pedagogical Content Knowledge
Podcasting for Change
Methodology
Podcasting for Change
Action Research Time Line
Podcasting for Change
Data Collection Tools - teacher1.Teacher Observation Questionnaire
for Students A & B, Pre- and Postintervention 2. Teacher Evaluation Tool of Student A & B Artifacts, administered after 2 podcasts
Scale: 5-very high, 4-high, 3-average, 2-low, 1-very low
WritinggQualitiesStudentt A Studentt B
CreativityGrammarVocabularyIntegrationnoff classs contentSophisticationOveralll effect
Teacherr Evaluation
1.. Studentt A/BB iss preparedd forr classs11 Alwaysssss 22 Sometimesssss 33 Rarelyyyy 44 Neverrr
2.. Studentt A/BB payss attentionn whenn II presentt neww material...11 Alwaysssss 22 Sometimesssss 33 Rarelyyyy 44 Neverrr
3.. Studentt A/BB participatess inn groupp work...11 Alwaysssss 22 Sometimesssss 33 Rarelyyyy 44 Neverrr
4.. Studentt A/BB turnss inn assignments...11 Alwaysssss 22 Sometimesssss 33 Rarelyyyy 44 Neverrr
5.. Studentt A/BB offerss answerss withoutt beingg prodded...11 Alwaysssss 22 Sometimesssss 33 Rarelyyyy 44 Neverrr
Podcasting for Change
Data Collection Tools - researcherObservation Checklist in Class for Student A & B: Days 1-10
Rating Scale:1-Always, 2-Frequently, 3-Occasionally, 4-Seldom, 5-Never, 6-Off-task
Checkk list:: Dayss 1-100
Students A B A B A B A B A B A B A B A B A B A BActivityy inn class
Iss preparedd forrclass
1 5 1 5 1 5 1 5 1 5 1 5 1 4 1 4 1 4 1 5
Payss attention 1 5 1 5 1 5 1 5 1 5 1 5 1 3 1 3 1 4 1 4Worksscooperatively
1 5 1 5 1 5 1 4 1 4 1 4 1 3 1 3 1 4 1 4
Turnss innassignment
1 5 1 5 1 5 1 5 1 5 1 5 1 5 1 5 1 5 1 5
Answerssspontaneously
1 5 1 5 1 5 1 5 1 5 1 4 1 4 1 4 1 5 1 5
Otherr -- Mathh HW 6 6 6 6 6 6 6 6Otherr -- iPhone 6 6 6 6 6 6 6 6Otherr --miscellaneous
6 6 6 6 6 6 6 6
Totals: 5 43 5 43 5 43 5 36 5 42 5 41 5 25 5 31 5 28 5 41
Dayy1 Dayy2 Dayy3 Dayy4 Dayy5 Dayy6
poster debate
Dayy8Dayy7 Dayy9 Dayy 10
Audioodebatedebate
Podcasting for Change
Data Collection Tools - Students
Student Survey 1&2 Student Survey 31. Ratee yourr recordingg experience...
1.. Veryy difficulttt 2.. Difficultt3.. Fairlyy easyyy 4.. Veryy easyyy
2. Pleasee explainn yourr ratingg above...
3.... Speakingg Frenchh iss fun..1.. Stronglyy disagreeee 2.. Disagreee3.. Agreeeeee 4.. Stronglyy agreeee
4.. Describee thee assignmentt byyyyyyyychoosingg thee optionss thatt apply....1.. Itt wass difficultttt 2.. Itt wass easyyy3.. Itt wass funnn 4.. Itt wass boringggg5.. Itt wass usefulll 6.. Itt wass useless..
1.. Beforee usingg podcasts,, rateeeeeeeehoww comfortablee youu weree speakingg French???1.. Veryy uncomfortablee2.. Somewhatt uncomfortablee3.. Fairlyy comfortablee4.. Veryy comfortableee
2.. Afterr usingg podcasts,, rateeeeeeeehoww comfortablee youu weree speakingg French???1.. Veryy uncomfortablee2.. Somewhatt uncomfortablee3.. Fairlyy comfortablee4.. Veryy comfortablee
Podcasting for Change
1. What are some of the behaviors that indicate poor attitude in class?
Student B’s attitude and behavior improved during the intervention
RESULTS BY INQUIRY QUESTIONS
SS iss prepareddforr classs SS payss
a en onn ass TTpresentss neww
materiall
SS par cipatessinn groupp workk SS turnss inn
assignmentsss SS answersswithoutt beingg
proddedddd
Neverrr
Rarelyyy
Some messs
Alwayss
Observedd Studentt Behaviorrr
Teacherr Observa onnoff Studentt BBBPre-- andd PostInterven onn
Thee lowerrthee bar,, thee moree appropriatee thee behaviorr
Studentt B,, Weekk 11 Studentt B,,, Weekk 88
Podcasting for Change
Student B’s behavior and attitude changed over the 30 days I tracked her behavior.
2. How will podcasts change students’ attitudes in class?During the intervention, Student B’s attitude and behavior showed remarkable improvement. She performed
more on-task activities and spent less time on off-task activities such as doing her Math in class.
00
55
100
155
200
255
300
355
400
455
500
FirsttObserva
onnPoste
rr
DebateeDebatee
DebateeAudioo BBCC
Podcastt 11Scrip
tt
Podcastt 22 LabbFuturee
Quizlett
Pronounss
Podcastt 33
PreBreakk
1stt Backk
Wksheett
Podcastt 44
Tota
llSco
reePe
rrDayyy
offSt
uden
ttBeh
avio
rr
Classs Eventss
Observa onnChecklistt off Studentt BBoverr 300nonconsecu vee dayss
Lowerr linee indicatess moree appropriatee behaviorrStudentt BB
Podcasting for Change
After the intervention, Student B’s language skills showed positive results in grammar, vocabulary, integration of class content and sophistication.
3. How do podcasts change student language skills?
Crea vityy Grammarr Vocabularyy Integra onn offclasss contentt
Sophis ca onn
Teacherr Evalua onnoff Studentt BBAr factssPre-- andd Pos nterven onn
Thee higherrthee bar,, thee be errthee characteris cc
Studentt B:Weekk 11 Studentt B:Weekk 88
Podcasting for Change
More students thought it was fun and a useful assignment at the end of the research.
4. What do students think about podcasts in class?
Podcasting for Change
0%%
50%%
100%%
Itt wass usefullItt wass uselesss
Perc
enta
geeoff
Resp
onse
ss
Describee thee Podcas nggAssignment:::Itt wass useful,, itt wass useless..
Surveyy 11 Surveyy 22
44%%
46%%
48%%
50%%
52%%
54%%
Itt wass boringg Itt wass funn
Perc
enta
geeoff
Resp
onse
ss
Describee thee Podcas nggAssignment::Itt wass boring,, Itt wass fun...
Surveyy 11 Surveyy 22
discussionModality effect. (Moreno & Myers, 1999) When students listened to podcasts on the BBC website in class, the combination of simultaneous audio and visual input improved learning.
I saw how sharing podcasts with peers in a public arena motivated and challenged the students. Collaboration and authenticity were key. (Lee, McLoughlin, & Chan, 2008)
I experienced how cognitive load can compromise learning. My students were frustrated by not being able to record on and send from their cell phones. it reflected negatively on the experience. (Chen, Chang, & Lee, 2009)
Not all students in the study appreciated using the cell phones to create French podcasts and needed scaffolding. (Demouy & Kukulska-Hulme, 2010)
Podcasting for Change
FOR TEACHERSBehavior is not an indication of learning.Scaffold students in need.
FOR STUDENTSThe more public the activity, the more authentic the activity.The more authentic the activity, the more motivated the learner.
FOR TECHNOLOGY SPECIALISTSUse the right combination of multimedia, avoid a heavy cognitive load. Refer to TPACK for content-appropriate multimedia.
IMPLICATIONS
Podcasting for Change