In November, I will be going to a mathematical conference for two days, and already I am wondering what to do to continue my students’ learning when I am gone. I certainly have nothing against leaving substitute plans, but from experience, if the substitute shows up, he or she is often not certified in mathematics. This is not so much a problem when I leave a detailed description of the algebra needed to solve some problems. However, no matter the depth of the explanation, I cannot expect someone to come in and understand the lesson I have prepared for AP Calculus; this is not a required course to graduate. Since time is short, and concepts are many, I do not want students to be stagnant. The wonderful idea of podcasting may just suite me for this absence in the classroom. On eLearningnews.net, http://www.elearningnews.net/view_news.php?news_id=1063 ,I found an article that states:
'Podcasting for Learning in Universities' offers a model for podcasting, describes how podcasting is used in universities worldwide and has a practical step-by-step guide to producing podcasts for education. It also shows that:
• Students benefit from podcasting making resources easier to use, accessible, reusable and more fun
• Lecturers benefit as podcasting is easy, quick and DIY
Clearly, I’d be excited to use this technology if I knew our network could support it! This brings me to a question: how much is appropriate to spend on technology each year in a school district? I’d love to hear your opinion!
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Hey there! I thought of the same issue. I teach those subjects and we have alot of kids absent in our school, so I thought podcasting would be an excellent way of helping them when they are out. But you and I are at the same roadblock - how much and can it be done?
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