Blog Post #5
My earliest memories of making my own music through software and technology was through playing a game in my childhood, Mario Paint Composer, on the Super Nintendo. The overall structure to it was pretty simple placing different icons with sounds on the music bar at varying pitches and time intervals and it seemed to be a pretty neat app at the time. People still seem to be using almost the same type of program to create remixes of songs in various forms such as, Get Lucky - Mario Paint Composer - Daft Punk. This was not my only time making music or editing sound files, in the early 2000's I remember editing music files to create ringtones or other sounds for my Motorola Razer phone when I was in high school. I believe through necessary supports teaching technology and using "technology as a tool" (Querry, 2008), we are able to create more diverse and better learning opportunities for students while adhering to copyright laws.
As instructors and students we are obligated to follow copyright laws and encourage the proper use of other people's work to become better digital citizens. Using fair use of copyrighted materials in the classroom helps bring out eagerness in students and can help relieve test anxiety if used right. I had a physics professor use all kinds of different television stars, movie character, and music artists alike present different questions when dealing with test questions and I always wondered how he was able to use it without getting permission but now I am aware of the fair use in specific situations in education (Copyright Services, n.d.). I am eager to use the same types of methods of character representation in my own classrooms and possible lectures, but I may use more up to date characters than what I may be used to from my physics class.
As far as video editing goes, I don't have too much experience within the subject, but the thought of using software, video files, and audio snippets doesn't necessarily seem like a task to be accomplished; we'll see how that goes.
I have been familiar with podcasts prior to being introduced to this class and I haven't necessarily listened to them too much myself on my leisure time other than video game things and the such. I can see how listening to audio books and podcasts helps readers read along with texts and in turn leads students "wanting to read more" (Mindshift, 2016). During my first military deployment overseas a majority of my time in travel was listening to audio books and I remember listening to one in particular, Star Wars, it helped me relax and listen to the story without having to concentrate on the actual pages of a book. I have also known other students listen to audio books during their commute back and fourth to school to help with catching up on reading and other work.
As instructors and students we are obligated to follow copyright laws and encourage the proper use of other people's work to become better digital citizens. Using fair use of copyrighted materials in the classroom helps bring out eagerness in students and can help relieve test anxiety if used right. I had a physics professor use all kinds of different television stars, movie character, and music artists alike present different questions when dealing with test questions and I always wondered how he was able to use it without getting permission but now I am aware of the fair use in specific situations in education (Copyright Services, n.d.). I am eager to use the same types of methods of character representation in my own classrooms and possible lectures, but I may use more up to date characters than what I may be used to from my physics class.
As far as video editing goes, I don't have too much experience within the subject, but the thought of using software, video files, and audio snippets doesn't necessarily seem like a task to be accomplished; we'll see how that goes.
I have been familiar with podcasts prior to being introduced to this class and I haven't necessarily listened to them too much myself on my leisure time other than video game things and the such. I can see how listening to audio books and podcasts helps readers read along with texts and in turn leads students "wanting to read more" (Mindshift, 2016). During my first military deployment overseas a majority of my time in travel was listening to audio books and I remember listening to one in particular, Star Wars, it helped me relax and listen to the story without having to concentrate on the actual pages of a book. I have also known other students listen to audio books during their commute back and fourth to school to help with catching up on reading and other work.
References
Copyright Services. (n.d.). University of Minnesota. Retrieved from https://www.lib.umn.edu/
copyright/using-video-audio
Davis, V. (2016, December 23). 2016: The Awesome, the Painful and the Viral. edutopia. Retrieved
from https://www.edutopia.org/article/2016-awesome-painful-viral-vicki-davis
Mindshift. (2016, March 18). Why Listening to Podcasts Helps Kids Improve Reading Skills.
KQED. Retrieved from https://www.kqed.org/mindshift/44389/why-listening-to-podcasts-
helps-kids-improve-reading-skills
Querry, B. (2008, November 09). Using Audio and Video in the Classroom. Retrieved from
https://www.slideshare.net/bquerry/using-audio-and-video-in-the-classroom-presentation
You shared some great examples of ways you might use both video and audio elements in your classroom and how you have seen it used in the past. Thank you!
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