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For educators, podcasting offers an opportunity to bridge the traditional classroom setting with progressive state-of-the-art technologies. There are several advantages of bringing podcasting into the classroom for lectures and student assignments. First, podcasting is an exciting and novel means for students to take a more active role in their own learning experience. As students realize their podcast assignments may be published online with potentially hundreds of listeners through free podcast directories, their attention to the quality and detail of their assignments may improve. Second, podcasting is adaptable to the students' learning needs. Students can access the material whenever and as often as they would like, thereby reinforcing critical concepts or details they may have missed in the original classroom lecture. Finally, assignments that require students to generate, edit, and publish their own podcasts reinforce critical communication skills such as writing text that will be orally presented online or in a classroom.

intrinsic motivation and extrinsic motivation tend to be inversely related: The more people are rewarded for doing something, the more they tend to lose interest in whatever they had to do to get the reward.

they’re just being rational. They have adapted to an environment where results, not intellectual exploration, are what count. When school systems use traditional grading systems--or, worse, when they add honor rolls and other incentives to enhance the significance of grades--they are unwittingly discouraging students from stretching themselves to see what they’re capable of doing.

They seem to be fine as long as they are succeeding, but as soon as they hit a bump they may regard themselves as failures and act as though they’re helpless to do anything about it.

When the point isn’t to figure things out but to prove how good you are, it’s often hard to cope with being less than good.

It may be the systemic demand for high achievement that led him to become debilitated when he failed, even if the failure is only relative.

But even when better forms of assessment are used, perceptive observers realize that a student’s score is less important than why she thinks she got that score.

just smart

luck:

tried hard

task difficulty

It bodes well for the future

the punch line: When students are led to focus on how well they are performing in school, they tend to explain their performance not by how hard they tried but by how smart they are.

In their study of academically advanced students, for example, the more that teachers emphasized getting good grades, avoiding mistakes and keeping up with everyone else, the more the students tended to attribute poor performance to factors they thought were outside their control, such as a lack of ability.

And if children are encouraged to think of themselves as "smart" when they succeed, doing poorly on a subsequent task will bring down their achievement even though it doesn’t have that effect on other kids.

Iowa and Comprehensive Tests of Basic Skills,

Example: instead of writing by hand, learners use an app like Pages to type up a report.

Example: once again, if students are creating a document on Pages, using the collaborative tools available on iWork for iCloud, learners can work on a document together. Peers could add feedback comments to the document in real time which could be responded to, which would improve the end product further.

Example: again using Pages, however making use of features like spellchecking function or importing images to enhance the end product.

Example: like before, learners may be collaborating on a document in Pages. However, this time the end product will be uploaded to a website or perhaps a class blog. Students are usually excited by the prospect of their work being on display in a classroom, so the use of a real audience is huge for them. Furthermore, this builds their literacy skills as they need to consider the audience that they’ll be writing to and adapt their work accordingly. Finally, this opens up the possibility of feedback from this global audience which they can respond to.

Goal-Referenced

Tangible and Transparent

Actionable

User-Friendly

Timely

Ongoing

Consistent

Progress Toward a Goal

But There's No Time!"