Journal Article 1
Power of the Mashup
By Suzie Boss and Jane Krauss
A mash-up is a “hybrid application that draws from multiple sources to create something new.” Jerome Burg a teacher with over thirty years experience has taken this technology and intergraded it into the required readings of his literary students. Through Goggle-Earth and custom files that Burg created, his students are able to virtually travel with a literature character through the key locations of the story. This opens up the story to the student and enables them to get a deeper understanding. Some of the stories that Burg has made available with the new technology are Candide, The Grapes of Wrath, and Night. In the Grapes of Wrath he has added a video clip of an actual dust storm so the students get the “feeling” of being in an actual dust storm. Another function of this technology could be to let the student use Google Earth to create their own custom files from the stories they read and then discuss why they developed their files the way that they did.
Another teacher, David Fagg in Australia, wanted to use technology that his students were familiar with such as their digital cameras and I-pods and use them to enhance their learning experience. He developed a plan where the students used their equipment and researched historical sites around their hometowns. They were able to record, analyze and present information they collected through their I-pods. This information can then be shared with others in the class or even around the world.
Question: Is the technology interfering with the student’s actual reading and
understanding the story?
Answer: When first reading about this technology I related it to a movie or new video game that would “take” the student on a journey through the story. I was concerned that the student would do a minimal amount of reading and let the computer do most of the work. After researching the system it does not take the place of reading for the student, but enhances certain sections. The student reads the story and at certain places it will give them supplementary information. This information may be a video clip, a link to an on line reference, photograph or other resources pulled from the Internet. I believe this interactive technology will make reading, required literature more enjoyable for the student and they will get a deeper experience from the story.
Question: Is this technology only for older students?
Answer: While the technology outlined in this article dealt with older students who could operate the systems with little or no adult supervision, I believe a teacher could adjust the technology to fit any age group. While younger kids could not do research on their own for the I-pod project, a good teacher could develop the Goggle-Earth project for any reading age level.
Power of the Mashup
By Suzie Boss and Jane Krauss
A mash-up is a “hybrid application that draws from multiple sources to create something new.” Jerome Burg a teacher with over thirty years experience has taken this technology and intergraded it into the required readings of his literary students. Through Goggle-Earth and custom files that Burg created, his students are able to virtually travel with a literature character through the key locations of the story. This opens up the story to the student and enables them to get a deeper understanding. Some of the stories that Burg has made available with the new technology are Candide, The Grapes of Wrath, and Night. In the Grapes of Wrath he has added a video clip of an actual dust storm so the students get the “feeling” of being in an actual dust storm. Another function of this technology could be to let the student use Google Earth to create their own custom files from the stories they read and then discuss why they developed their files the way that they did.
Another teacher, David Fagg in Australia, wanted to use technology that his students were familiar with such as their digital cameras and I-pods and use them to enhance their learning experience. He developed a plan where the students used their equipment and researched historical sites around their hometowns. They were able to record, analyze and present information they collected through their I-pods. This information can then be shared with others in the class or even around the world.
Question: Is the technology interfering with the student’s actual reading and
understanding the story?
Answer: When first reading about this technology I related it to a movie or new video game that would “take” the student on a journey through the story. I was concerned that the student would do a minimal amount of reading and let the computer do most of the work. After researching the system it does not take the place of reading for the student, but enhances certain sections. The student reads the story and at certain places it will give them supplementary information. This information may be a video clip, a link to an on line reference, photograph or other resources pulled from the Internet. I believe this interactive technology will make reading, required literature more enjoyable for the student and they will get a deeper experience from the story.
Question: Is this technology only for older students?
Answer: While the technology outlined in this article dealt with older students who could operate the systems with little or no adult supervision, I believe a teacher could adjust the technology to fit any age group. While younger kids could not do research on their own for the I-pod project, a good teacher could develop the Goggle-Earth project for any reading age level.
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