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AI Generated Podcast

In 5317, we were tasked with creating a multimedia project geared towards our article for publishing. With many options for this project, I decided to use Google LM Notebook to generate a podcast about my article. The incredible part of this particular task we were given were the Choices we were given to take Ownership of our work with our Voice integrated, as well as the Authentic learning happening simultaneously.

 

What's the link to the Innovation Plan?

The podcast is a summary of an article I prepared in relation to my innovation plan. One way in which the both the article and podcast links back to my innovation plan is the mention of students owning their work and showing off their work, which is the point of the e-portfolio. The podcast speakers also discussed the type of LMS platforms teachers could utilize in the classroom for them to begin the e-portfolio for their students. 

 

Technology Integration_ Teacher Perspectives and Active LearningArtist Name
00:00 / 08:29

Audio file

Technology Integration_ Teacher Perspectives and Active Learning.wav

Transcript

00:00:00 Speaker 2

OK, so let's kick things off. Yeah, sometimes it's the really everyday things that kind of make you stop and think. Ann Zastryzny, who we're focusing on today, talks about this experience she had as a paraprofessional just watching teachers at the end of the year sort of wrestling with these huge piles of student writing sample.

00:00:18 Speaker 1

Right, this annual task organizing them, passing them on. Sounds exhausting, actually.

00:00:19

Right.

00:00:22 Speaker 2

Totally. And it made her wonder, you know, were the students really engaging with their own progress in that whole process, or was it just paper shuffling?

00:00:31 Speaker 1

And that specific practical thing sort of points to a much bigger question, doesn't it, about whether our methods always match the goal of, like, genuine student engagement and ownership?

00:00:42 Speaker 2

Exactly. And that idea stuck with her. So later, when she became a teacher herself, she noticed a similar kind of.

00:00:49 Speaker 2

Well, maybe hesitation. But this time around, technology.

00:00:53 Speaker 1

Ah, OK. So schools had the tools. The tech was there.

00:00:53

Yeah.

00:00:56 Speaker 2

Yeah, but they weren't always being used, or at least not to their full potential.

00:01:01 Speaker 2

And what's really striking is that now, even in a completely different school district, she's seeing the same pattern. The main roadblock seems to be teacher attitudes towards actually bringing tech into the classroom.

00:01:13 Speaker 1

Which is fascinating because you'd think these tools could help with exactly the kind of inefficiencies she saw with those writing samples, right? Make things smoother, more engaging.

00:01:21 Speaker 1

Students, why they hesitation then.

00:01:24 Speaker 2

Well, that's pretty much what we're going to dive into today. We're using Anna's experiences, her observations from the classroom to try and understand this whole landscape of technology and education.

00:01:34 Speaker 1

OK, so looking at why teachers might be hesitant, what helps them get on board, and crucially, what school leaders can do.

00:01:42 Speaker 2

Precisely, and for our listeners, you know, folks interested in getting a solid grasp of education and tech and real world perspective is just invalid.

00:01:51 Speaker 2

She looked specifically at how teachers and others felt right at the start when new tech was introduced.

00:01:56 Speaker 1

And how they navigated the challenges, the barriers they had.

00:01:59 Speaker 2

Yes, and how administrators could actually practically help out.

00:02:02 Speaker 1

OK, so where do we start and really emphasizes this idea of active learning? Doesn't she seems central to her whole philosophy?

00:02:10 Speaker 2

Absolutely. She's a big believer that students learn best by doing by getting their hands dirty, basically through exploration and direct involvement. She connects it back to some big names in learning theory like Jerome Bruner.

00:02:22 Speaker 1

Oh yeah, Bruner the idea that learners aren't just empty vessels, they actively construct their understanding by interacting with stuff around them.

00:02:30 Speaker 1

Constructivism ranks.

00:02:31 Speaker 2

Exactly. It's not passive. You build on what you already know through interacting, and she also points to Jean Piaget.

00:02:37 Speaker 1

Another giant Piaget stressed how important exploration play and justice direct interaction are for kids development and understanding.

00:02:45 Speaker 2

So you see this common thread in both Bruner and Piaget. This emphasis on active participation being key to real.

00:02:52 Speaker 1

Learning and it's cool how Anne then links these, you know, pretty established theories to her own way of.

00:02:57 Speaker 1

Thinking both as a learner and a teacher, she talks about always wanting to learn herself, collaborating, solving problems.

00:03:04 Speaker 2

It's that mindset that drive for active engagement that shapes how she thinks students learn best. But here's where it gets really interesting. This strong belief in active learning for students leads her right into examining this major challenge. The fact that teachers have such different attitudes towards using technology for it. Some are all in.

00:03:12

OK.

00:03:24 Speaker 2

Others are, well, holding back.

00:03:26 Speaker 1

And that range of attitudes, as she saw it, becomes a real.

00:03:29 Speaker 1

Barrier. She noticed lots of teachers seemed hesitant to even ask for help with tech. Maybe they felt swamped, or just like doing things the old way.

00:03:37 Speaker 2

Yeah, it could be an unspoken thing sometimes, and it wasn't just her perception. She actually talked to her principal about it.

00:03:44 Speaker 1

What did the principal say?

00:03:45 Speaker 2

The principal basically confirmed it, said the single biggest obstacle they faced with tech integration was teacher reluctance, or maybe even a bit of fear about using it in the classroom.

00:03:55 Speaker 1

Which loops right back to that active learning idea, because Anna's point is that when technology is used well, it's not just a fancy replacement for.

00:04:02 Speaker 1

Textbook it can actually drive that active hands on learning for the students.

00:04:07 Speaker 2

Exactly. Think about things like interactive simulations or students collaborating on projects online. Technology can make that kind of deep engagement happen.

00:04:17 Speaker 1

It's a shift in how we see the tech, isn't it? Not just delivering info, but empowering students to be active learners.

00:04:20

Mm-hmm.

00:04:24 Speaker 2

Right now, the good news is Anne also stresses how important administrators are in helping teachers get past these hurdles these attitudes.

00:04:33 Speaker 1

Yeah, she definitely highlights their role. Things like providing good professional development, ongoing support, that seems key.

00:04:40 Speaker 2

For.

00:04:40 Speaker 2

It's not just a one off workshop, it's about building confidence. Overtime she gives us really concrete example from her school. When they rolled out I.

00:04:48 Speaker 1

Ready and there? Well.

00:04:48 Speaker 1

OK, what?

00:04:50 Speaker 2

The administrators didn't just introduce it and walk away, they actively.

00:04:53 Speaker 2

Brought in consultants to help teachers not just at the beginning of the year, but again mid semester and even after the winter break.

00:04:58 Speaker 1

Ohh wow.

00:04:59 Speaker 1

So sustained support.

00:05:01 Speaker 2

Yes, and it was driven by the leadership that kind of commitment really helps teachers feel more comfortable and actually use the new tool effectively.

00:05:09 Speaker 1

That makes a huge difference. It shows the administration is invested not just ticking a box. It directly addresses that anxiety, reluctance we talked about.

00:05:18 Speaker 2

So Anne also gets into specific digital tools. She thinks really helped foster this active learning.

00:05:24 Speaker 2

First up, she mentions Google sites.

00:05:27 Speaker 1

Ah.

00:05:27 Speaker 1

Google sites. How does that fit in?

00:05:29 Speaker 2

She sees it as a great way for students to create their own E portfolios instead of just a folder of papers. They build this dynamic online space to showcase their work.

00:05:39

Right.

00:05:39 Speaker 1

That sounds really hands on. They're actually making something digital to show what they've learned.

00:05:43 Speaker 2

Exactly. The students become the creators. It's way more active and reflective than just turning an assignment.

00:05:49 Speaker 2

Then she also talks about Schoology.

00:05:50 Speaker 1

OK, Schoology, that's a learning management system in LMS, right?

00:05:54 Speaker 2

Yep, she describes it as the central hub. Teachers can post assignments, set up discussion boards so students can interact. It basically helps students take more control of their learning pathway.

00:06:06 Speaker 1

You can create a more connected classroom environment. Even online facilitates student LED stuff.

00:06:11 Speaker 2

Seems like it. And then the third one she mentions is seesaw.

00:06:15 Speaker 1

Is he saw another LMS? How's that one?

00:06:17 Speaker 2

Different, she says. It's also very interactive, maybe even more geared towards that E portfolio style from the get go.

00:06:23 Speaker 2

But a really interesting feature she highlights is that parents can get access.

00:06:27 Speaker 1

Oh, OK. So parents can actually log in and see the work their kid is uploading.

00:06:32 Speaker 2

Yeah, which helps bridge that gap between what's happening in class and home fosters communications.

00:06:39 Speaker 1

That's a great feature. So you've got these different platforms, Google Site School, as you see, saw each with its own flavor, but the common thread is pushing for more active student participation.

00:06:49 Speaker 2

It's moving away from students just passively receiving information.

00:06:53 Speaker 1

So tying it all together ends whole exploration. Really hammers home how critical teacher attitudes are. It's not just about having the tech.

00:07:02 Speaker 2

Right. It's about educators feeling willing and importantly confident enough to use it well.

00:07:07 Speaker 1

And that willingness, like we discussed, is hugely influenced by the support they get from the top, that ongoing help that professional development, it can really chip away at the hesitation.

00:07:17 Speaker 2

Definitely.

00:07:18 Speaker 2

And the ultimate aim here is to move past some of those older, maybe less effective practices like that mountain of writing samples she first noticed.

00:07:28 Speaker 1

And embrace methods that technology makes possible, methods that are more dynamic and put the student truly at the center.

00:07:34 Speaker 2

Absolutely. Even something as basic as managing student work can be transformed, freeing up teacher time and, crucially, giving students more agency over their learning journey.

00:07:44 Speaker 1

Makes sense?

00:07:45 Speaker 2

So thinking about everything and lays out the benefits of active learning the tools available.

00:07:50 Speaker 2

It leads to a final thought for our listeners to.

00:07:52 Speaker 2

Chew on. OK, what's that?

00:07:53 Speaker 2

Considering these tools and the potential for active learning, what other innovative ways could educators really leverage technology? How can we use it to truly empower students and maybe shake up some of those more traditional classroom habits?

00:08:07 Speaker 1

And alongside that, how do we manage that?

00:08:10 Speaker 1

Tricky balance, you know, encouraging teachers to embrace new tools while also acknowledging and addressing the very real anxieties or confidence issues that might be holding them back.

00:08:20 Speaker 2

Exactly. It's not a simple switch. It requires thought support and a willingness to adapt from everyone involved. Definitely something worth thinking more about.

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References

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Harapnuik, D. & Thibodeaux, T. (2023). COVA: inspire learning through choice, ownership, voice, and authentic experiences. Learner's Mindset Publishing

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McLeod, S. (2022). Jerome Bruner's theory of cognitive development. Simply Psychology. https://www.simplypsychology.org/bruner.html

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