iPod on the Cheap

Want to do fun things with audio, but don't want to spend money on an iPod and Belkin recorder? This post is for you! I was reading the following Apple newsletter article:

An Apple iPod can be used to create an engaging learning experience, with video and audio bringing classroom lessons to life. For instance, Carol Anne McGuire, an Apple Distinguished Educator (ADE), has been using her iPod to help teach students to read. During reading class, she attaches a simple voice recorder like the Belkin TuneTalk to her iPod, and passes it around to the students. They take turns reading a paragraph of the book they're studying. Carol Anne then uses GarageBand software to clean up the file and burns it to CDs so each student can take home their own copy and read along to the story. Carol Anne has found this to be an effective tool in improving her students' reading comprehension and fluency. For more information on Carol Anne McGuire's use of the iPod in the classroom, go to the Apple Learning Interchange (ALI) to see this and other creative lesson plans.
Source: Email

Now, this solution above costs $249 for the iPod and $69.99 for the Belkin TuneTalk, or a total of $318.99. What if for fun, I re-wrote the Apple news item above like this:

An Olympus WS-100 can be used to create an engaging learning experience, with audio bringing classroom lessons to life. For instance, Miguel Guhlin, an 5th grade bilingual/ESL teacher, has been using his Olympus WS-100 to help teach his students to read. During reading class, he passes out a the Olympus WS-100 to his students. They take turns reading a paragraph of the book they're reading for their online literature circle. Miguel then uses Audacity software to clan up the file, make it available via the class blog (as well as a CD students can take home). Students can log-in to the class blog or play the CD to read along to their story. Miguel has found this to be an effective tool in improving his students' reading comprehension and fluency. For more information on Miguel's use of inexpensive digital audio recorders in the classroom, go to the Ed-Tech Blog to see this and other creative lesson plans.

Cost for the revised solution? $65 for the Olympus WS-100 based on an education quote of 20 or $80 retail for one unit. You might even take a look at this short tutorial for using the Olympus WS-100 that Larry Stegall (Instructional Technology Services) put together.

As I recall, my school-funded, classroom budget was $200 for the year. Which solution should I spend my money on if I'm worried about lack of funds?

By the way, if you're looking for some unorthodox uses of iPods/recording equipment, how about this list from Open Culture? Or this one from Gareth Davies?

Gareth makes an excellent point:

...realise that these nine things are not that difficult to do, nor in fact any different from what could have been done twenty years ago with a school cassette recorder or video camera. What makes the difference today is the method of distribution making these ideas much easier to accomplish and share.

Audience is a fantastic motivator. Are your students ready to engage the world? While you're considering that, turn up the volume on your computer and listen to this example from students at Point England School in New Zealand.

Find out more about Podcasting in SAISD and see more examples online.

Relevant TEKS for Grades 3-5 (equal examples available for 6-8 and 9-12 grades)

Note: This is not all that's possible. I challenge you to share other ways that podcasting connects with our students.

Chapter 110 - English Language Arts:

(5) Listening/speaking/audiences. The student speaks clearly and appropriately to different audiences for different purposes and occasions. The student is expected to:
(A) adapt spoken language such as word choice, diction, and usage to the audience, purpose, and occasion (4-8);
(B) demonstrate effective communications skills that reflect such demands as interviewing, reporting, requesting, and providing information (4-8);
(C) present dramatic interpretations of experiences, stories, poems, or plays to communicate (4-8);
(D) use effective rate, volume, pitch, and tone for the audience and setting (4-8);
(E) give precise directions and instructions such as in games and tasks (4-5); and
(F) clarify and support spoken ideas with evidence, elaborations, and examples (4-8).

(15) Writing/purposes. The student writes for a variety of audiences and purposes, and in a variety of forms. The student is expected to:
(A) write to express, discover, record, develop, reflect on ideas, and to problem solve (4-8);
(B) write to influence such as to persuade, argue, and request (4-8);
(C) write to inform such as to explain, describe, report, and narrate (4-8);

Chapter 126 - Technology Applications:TEKS:

(5) Information acquisition. The student acquires electronic information in a variety of formats, with appropriate supervision. The student is expected to:
(A) acquire information including text, audio, video, and graphics;

(6) Information acquisition. The student evaluates the acquired electronic information. The student is expected to:
(A) apply critical analysis to resolve information conflicts and validate information;
(B) determine the success of strategies used to acquire electronic information; and
(C) determine the usefulness and appropriateness of digital information.

(7) Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. The student is expected to:
(A) use software programs with audio, video, and graphics to enhance learning experiences;
(B) use appropriate software to express ideas and solve problems including the use of word processing, graphics, databases, spreadsheets, simulations, and multimedia; and
(C) use a variety of data types including text, graphics, digital audio, and video.

(11) Communication. The student delivers the product electronically in a variety of media, with appropriate supervision. The student is expected to:
(A) publish information in a variety of media including, but not limited to, printed copy, monitor display, Internet documents, and video; and
(B) use presentation software to communicate with specific audiences.