The following is a set of summaries and reflections on some of the BIO podcasts featured at the the start of each chapter. I've chosen them based on elements of either the podcasts or the chapters the podcasts are featured in.
BIO Podcast #2: Chapter 2
The podcast starts by describing the fact that educational theories primarily fall into two categories: directed and constructivist. It provides a list of a whole set of theorists that would fit into each category.
The summary than discusses the significance of the Technology Integration Plan. This is a way for teachers to keep track of how effectively they've integrated technology into their instruction.
The podcast uses theater a metaphor for all of this. It compares technology integration to a play and educational theory as the script.
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I chose to summarize this Big Idea Overview because I just really love the chapter's introduction of the competing technology integration strategies: Directed vs. Constructivist. I keep returning to them in my posts and discussions because I find the idea very compelling. I feel that much of the reading and activities from this class bare out the notion that constructivist leaning approaches tend to be more prudent and successful. Yet directed approaches still seem to have their place, and sometimes it's difficult to distinguish whether a lesson fits a directed or a constructivist approach. They're a blend of both.
BIO Podcast #3: Chapter 6:
The podcast begins by discussing the difficulty of navigating the new digital world (Web 2.0) we're in. It then points to digital citizenship as an invaluable way of surviving this new digital world.
The summary than goes on to mention a number of technologies discussed in the chapter. It talks about navigating websites, using search engines effectively, successfully communicating digitally, and employing social media and other collaboration tools.
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I chose to summarize this Big Idea Overview because of how taken with the concept of digital citizenship I was. I found that to be one of the more compelling and important ideas discussed in any of the readings we've encountered. Digital citizenship is especially pressing for social studies education. Social studies has an obligation to create informed, engage citizens capable of meaningful, constructive discourse.
BIO Podcast #4: Chapter 7:
This podcast deals with online vs. in-person classroom. It talks about the degrees to which an online class can be done. Some online classes can have a mix of in-person sessions and are called blended classes. The most popular of the blended classes is the flipped classroom. In the flipped classroom, instruction is done at home while what would normally be homework is done in class. Research has come to the recent conclusion that blended models appear to be more successful than non-blended classes. The summary concludes by noting that there are a variety of methods instruction and resources for implementing an online class
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I chose this chapter's Big Idea Overview because I found the discussion of online versus non-online classes interesting, and also sort of obvious. Of course, blended classes are more successful than non-blended classes. People create meaning through social interaction and social construction; humans learn better through face-to-face conversations. Technology is best utilized when facilitating instruction, not becoming the sole purpose for it.
BIO Podcast #5: Chapter 12
This will be a bit of a repeat from my general thoughts on the chapter. The podcast for Chapter 12 breaks the chapter down into 3 sections. The first section is about the challenges facing social studies education. The second section is about how technology can be integrated into the social studies curriculum. The final section is about how teachers can improve their skills for integrating technology in the classroom, and provides a rubric to help assess the teacher's growth.
The podcast ends by noting that technology for social studies is a "double-edged sword". Technology has made it even easier to get access to any kind of imaginable information, but technology has also made it difficult to get reliable information.
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This was the chapter dealing with technology integration as it relates to my content area. It was one of the chapters I found to be the most relevant and interesting to me because of its direct relationship to my future role as an educator. Other chapters have only tangentially had significance when it comes to discussing the role of technology in the classroom as a history teacher. Some of the issues it described and the ways it discussed dealing with them were highly relatable and useful.
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