Journal 1

Power of the Mashup by Suzie Boss and Jane Krauss (August 2007, Learning and Leading with Technology, p.p. 12-17).

In this article, the authors highlight two educators who have designed hybrid lessons that incorporate multiple sources of new technology to create or enhance new learning in the classroom. Mr. Burg took these theories to a new level when he used Google Earth to take Google Lit Trips in literary works the class was studying and incorporating video to illustration powerful processes in the story. David Fagg found a way to incorporate ipods in the history class, by engaging students in the researching, analysis, reflection in local history. The students were responsible for the creation of podcasts for local middle school students, so the history project students were excited to have a captive audience.

1. Would the use of ipod cast be beneficial for my community college students?
I would love to learn to have all of my lectures available for pod casts. Unfortunately, the majority of my students are poor, so it might be difficult for all to access key information in pod casts. It would be an advantage in Chemistry, if a student needs extra time to review lecture material, as they can easily control the speed of delivery.

2. How could I incorporate the Mashup idea in my classroom?
One way of incorporating new technology in the classroom is to use what is readily available. We have a department digital camera, and many camera phones, so I would like to offer students the opportunity to explore the many jobs available to the chemical profession. Although easy to complete, it would require that the students collaborate to create a visually-pleasing presentation that can be used in other classrooms. I would also love to incorporate more simulations in my classroom, via the tablet PC’s. I would ask that students utilized the tablets to view a variety of simulations and work a set of related problems collaboratively. If a field excursion is possible when discussing pollution in the lower chemistry courses, I would encourage students to use the microphone on their checked-out tablet PC to document the trip and engage in scientific dialog as the project progressed.