Connecting the Dead & Avoiding Butter Bone….Thank You Technology

Some people (ok, most people) might not know that I have an unusual interest in archaeology. This obsession started when I was a young child while reading a book on ancient Egypt…I felt a connection to the characters in the story more than I had with any other book. This motivated me to read more on the topic and research Egypt. At one time, I even vowed to pursue Egyptology as a possible profession. However, the extent of my formal Egyptology studies was one Level 400 college course on the History of Ancient Egypt (my only non-A grade on my transcript…yeah, I don’t want to talk about that, wink.)

Fast forward a couple of decades, life happens and I now feed my interest once a month when my Archaeology magazine arrives in the mail. Reading those magazines cover-to-cover is a highlight of my month. This past issue I had two reflective moments whilst reading completely different stories in the May/June issue, both of which relate to the role technology played. I have summarized below:

After the Battle of Dunbar: Legacy of a Lost Scottish Army” When researchers concluded that the recently-uncovered mass grave in Durham, England held the remains of the soldiers of The Battle of Dunbar (an amazing story of fighting, death and survival) they were surprised by the increase in online traffic from hits on America’s eastern seaboard.  The influx was coming from Battle of Dunbar survivors! Motivated by this, a number of the aforementioned researchers traveled to New England and thus presented their findings to a packed room of descendants who were VERY interested in finding out more information and meeting others of the same ilk. The researchers connected these people through their information and presentations.  What I found extremely interesting was the decision to present based on heightened online traffic from a particular area! It does leave me asking a lot of questions (which is always good!) and wondering how this technology can/will influence education. Are we teaching our students to use tools to be collaborative and make connections using technology? Are we inspiring our young learners to think big-picture? To critically think through real-world problems and find solutions? At this time, I don’t know.

 

I continued reading through the issue and found another awe-inspiring article. This one was entitled “The Ghosts of Kangeq: The Race to Save Greenland’s Arctic Coastal Heritage From a Shifting Climate.” Kangeq, a settlement in southwestern Greenland, hosts a layered index of human occupation that covers at least two millennia. Fluctuating weather patterns are melting the permafrost and accelerating natural decomposition. This means a plethora of amazing items found in these midden sites (preserved wood, bones, feathers, baleen, antlers, leather, fur, human hair) will soon turn to mush, or as archaeologists refer to it: “butter bone.” Greenland’s current capacity for managing archaeological sites is limited as the coastline alone stretches over 27,000 miles.  Although archaeological teams will tend to the sites that are identified the most vulnerable, they will still need help to cover ground and acquire pertinent information. The plan is to tap into local expertise and crowdsource the information. “Modern Greenlanders are frequently very familiar with changes to their hunting and fishing grounds from year to year, and we want to figure out a way to capitalize on this local knowledge,” states Bo Albrechtsen, Deputy Director of the Greenland National Museum. This will most likely take the form of a mobile app to document and record important information on threats to coastal archaeological sites. The sum is greater than its parts. I love it. And in regards to school and education (as I like to put that lens on just about everything I do and read)….the teacher doesn’t hold the knowledge, the students do.

Image credits:
www.flickr.com/photos/thenationalmuseumofdenmark/11815294835
commons.wikimedia.org/wiki/File:Cromwell_at_Dunbar_Andrew_Carrick_Gow.jpg

 

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In Sync With Soundtrap

How is it possible that I haven’t blogged about Soundtrap yet?! Anyone that personally knows me will understand the ridiculousness of this fact.  I’m here to remedy this absolute travesty. 🙂


Soundtrap was first created by musicians for musicians in Stockholm, Sweden circa 2012. Increased classroom practices using this DAW (Digital Audio Workstation) has now transcended to all content areas, abilities and locations….what is this and why would we be using it in schools?!  Soundtrap is an easy-to-use, online recording studio that can be used across any device to create audio without the necessity of being in the same physical space as your collaborator(s). No more anechoic rooms, mixing consoles, orientation
sessions or booking appointments.

That’s all fine and good for musicians and music producers, but what about this “across-content” classroom business I spoke of earlier that is influencing our schools at exponential rates in 2017?  Now that Soundtrap has put these once-complicated, hard-to-obtain tools in the hands of babes, babes can now benefit for the first time – from their phones, Chromebooks, computers or tablets.  And those same babes can create in minutes (it’s that easy!) and invite other babes (from other schools, states, countries!) to collaborate on their project – in real, friggin’ time. I know, it’s incredible.

Basically this is a Google Doc for audio recording.  It has never been done and is now being done beautifully by Soundtrap.

What does this mean for our schools?

  • School districts can now connect and create with other school districts. Think about how impactful this could be to our rural districts.
  • Students can keep creating outside of the 45-minute class period – on their own phone or at home…as long as they have an internet connection. Heck, they could even work on their project from their dentist’s computer if it was online (and said dentist was ok with their computer being hijacked:-)
  • Budding musicians and music producers now have access to a very robust platform, bridging the gap between secondary and post-secondary school programs which will continue to cultivate their passions through school.
  • Speech Language Pathologists have an easy-to-use tool to capture and archive student progress, as well as have an opportunity to invite parents and teachers to access their audio growth portfolio.
  • Foreign language teachers have a slick way of recording their voice (or student’s voice) and inviting collaborators to add comments and/or edit in real time or asynchronously.
  • Countless uses in music classrooms…rehearsal recordings to evaluate and reflect on, practice tool using accompaniments, audition recordings, composition projects, playing assessments, etc.
  • Interviews, podcasts, commercials….the list just keeps going on.


Soundtrap is about all about creating and connecting.  It is simple yet monumental, and this is the time to take hold and experience.  The most recent
NMC/CoSN Report: 2016 K-12 Edition, which examines emerging technologies for their potential impact on and use in teaching, learning, and creative inquiry in schools, understands the importance.  This report charts the horizon for emerging technologies in school communities across the globe by an organization that has the world’s longest-running exploration of technology trends in education.  One major mid-term trend from this report that focuses on driving EdTech adoption in the next 3-5 years…..yep, you called it: Collaborative Learning.  This social construct places the learner at the center, encourages interaction, group work and develops solutions to actual, real-world problems.

When applied in the spirit of deeper collaboration, technology can unite students around big ideas and projects, while integrating web-based resources that will expand their learning. Digital tools are fundamental ingredients in the facilitation of collaborative learning approaches, offering platforms for communication and activities in synchronous as well as asynchronous environments. Cloud computing has been particularly lauded for its role in bolstering collaboration as it instills unlimited potential for teacher, student, and parent communication.  People can easily access and share learning materials with each other, making updates in real time….[encouraging] increased student achievement, discussion, confidence, and active learning. (NMC/CoSN Horizon Report, 2016, p. 12)

There it is.

And that, my dear friends, is why I shout Soundtrap from the rooftops.  


This post was republished by EdCircuit on 1.12.17

NMC/CoSN Horizon Report. (2016). 2016 K-12 Edition. Retrieved from https://www.nmc.org/publication/nmc-cosn-horizon-report-2016-k-12-edition/

 

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