This week we look at a few technologies that can be used in classrooms. In particular we will look at podcasts, videos and images.
Images in classrooms I believe are good technological tools.
Whether in PowerPoints, on overhead projectors, interactive white boards or on
posters and worksheets they can be used to engage students in their learning.
Images can help students that learn visually to fully understand the content or
just help to get the point across more efficiently. For example: comparing the
sizes of a jazz trio to a big band.
(source google images)
(source google images)
The use of
podcasts in classrooms should be embraced. Podcasts include radio shows, documentaries
and even live performances. In classes they can be used to convey more information
than was in class or completely new information. Also there are many podcasts
about almost every topic out on the web and finding some that are relevant to
classes should be easy to find. Students can be introduced to different
artists, musical groups and even other students’ ideas by listening to various
podcasts.
In this video I will talk about how students could engage in technology in class with video making.
I honestly struggled with making this video using windows movie maker. Firstly i couldn't get it to convert to the format I needed, then i discovered that the videos were sideways, then the conversion only made the videos to half their actual length and finally, I was unable to save the movie. I asked for help from Monique as to how she made her movie, so I attempted to make my movie with Windows Live Movie Maker. Having already done what I wanted to in the first program, making my video in this program was really simple and straightforward.
References
Mai, Mae (n/a): Q. What Killed the Big Bands? A. The Cost Disease! retrieved from: https://silpayamanant.wordpress.com/2013/01/25/q-what-killed-the-big-bands-a-the-cost-disease/
Smith, Geoffrey (2015): Geoffrey Smith's Jazz, retrieved from: https://audioboom.com/boos/2941220-gsj-28-feb-15-charlie-parker

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