A Standard of Diversity

When I think about diversity, the effect it has on many topics is the first thing that comes to mind. Therefore, the best place to learn and reflect on diversity seems to be the media center. As a media specialist, we have a lot of power to influence the culture of the school by the materials we select. I think it would be great to say that everyone in this position would make materials selections based on developing a culturally diverse collection, but I am sure this is not the case. I think that many media specialists make selections based on their current student population, which is good in some respects. At least you know that students will be interested in using the collection you are developing. However, like most adults, students don’t know what they don’t know. So, if the media specialist does not provide information that the students can learn from and create new experiences with, they are doing a disservice to their students.

If I had to define diversity to a first grade student I would say that diversity means “differences “. Although most people think of diversity as something bad or something that can be boxed up into a term, it means so many more things that than. I think that the world can be viewed from more perspectives than just age, culture, gender, language and race. A person who is short might have a different experience in life than someone who is average height or tall. The numbers of simple differences that exist represent the number of ways a media collection should be diversified. The expression “something for everyone” comes to mind when I think of diversity, again, in this light we must also make sure that no matter who comes in or what they want to experience, we should try to have something for everyone.

Diversity and the Media Center

It is the responsibility of the media specialist to make sure that the media center serves ALL students and this would include all populations: boys and girls, special needs students of all abilities, all students whether English is their primary language or not, and all races. One of the best things about this program for me personally is to discover that this is a responsibility to be taken very seriously. Even a powerpoint presentation that you will show to students needs to represent all populations. Books that are ordered need to show the diverse population at the school---there should be something for everyone!

One of the classes that I have this semester is the Exceptional Child course. I am taking this course at Kennesaw State and my teacher has a background teaching in elementary and middle school as a special education teacher. This class has been so enlightening. Let’s face it, whether you are going to be a general classroom teacher or a media specialist, you will be having contact with every type of child. I have learned how important it is to do lessons for a wide range of learning styles. The media center is a wonderful place to promote different teaching methods where all students will benefit. During a field experience for this class, I got to see how the inclusion classroom works and how different teachers handle co-teaching with a special educator. Some of these students use the Alpha Smart hand held computer for typing in answers and printing out class work. Some of them need to be constantly challenged in order to stay on task. I think that as a media specialist, we are in a very good position to offer options to teachers to help all students—collaboration techniques, help with understanding how technology can benefit some of their students, giving support to the regular AND the inclusion classroom teachers.

At my mentor’s media center, there is a very small area designed to help students with ESL issues. I think this is also something that we can promote more at the media center. I believe that all students need to learn and be very functional in English, but the fact remains that many of our students will come ill-prepared to do all work and reading in English. I like the idea of having an area of simple books and Spanish language books; I even like the idea of promoting technology tools that can help these students online.

We wear many hats as media specialists. I think we all should be vigilant in looking at the media center as a place that welcomes and serves ALL populations.

Digital Books

I attended a class at the technology conference this year that presented digital storytelling. I think that students can really benefit from this type of technology. A personal narrative in this form would get the students not only fully involved but also interested in the product that they produce. This is a good way to get reluctant writers to begin to gain some confidence. Digital storytelling also presents a great avenue to bring history to life. Presenting different people in history through digital storytelling helps to bring those characters to life. Students begin to understand their lives through the technology.
We do not have any ebooks at our school library other then the resources that are available through galileo. I am very interested in ebooks and think that they are a great resource for students to have along with their normal print books. I do plan to begin the first steps next year to purchase some ebooks. Some of the teachers are a little wary of this resource, but I think if I take it slow and integrate a few with success they will come around.

Digital Books and ebooks

Before taking this class I did not know anything about digital story telling. I was not sure how this new technology could be used in the classroom. The University of Houston website had some great suggestions that would work really well with students. I think they would especially enjoy creating a personal narrative. Students love to talk about themselves, and digital story telling would be a very creative outlet. Another suggested use that I liked were the historical stories. History is one of my favorite subjects to teach, but elementary students find it difficult to relate to something that happened a long time ago. Creating a digital story or listening to one created by the teacher would help to bring history to life for the students.

Ebooks was another topic that I knew very little about. I was amazed to see all the free books available through Project Gutenberg and International Children's Digial Library. Teachers and students could find many uses for ebooks. Many students would rather read a book on the computer instead of the traditional print version. Ebooks also give students and teachers access to books that are not available in the school library. They are also available 24/7 through the Internet.

My media center does not have ebooks. The only ebook sources we have available would be the reference books available through Galileo.

Leave the TECH with the TECHIES, HOLD hands with the REST

Although I am not a part of staff currently, my experience in two different schools gives me a lot of insight into how each of the faculties responded differently to technology. The faculty’s response and comfort level with technology has affected the implementation of technology in the classroom and the level of independent learning opportunities for the individual staff members. The first school I worked in was a high school with more than 60% at retirement age. Most of the staff members at the school did not check their e-mail because they didn’t want to “fool with that”. Needless to say, any online or independent training would be a waste of time to develop unless there were plans to work the staff members who felt uncomfortable using a computer. The extremely unstable internet connection at that school was no help either.

The second school I worked in had a much ore technically savvy faculty. Many teachers incorporated technology into their lessons on a regular basis. In fact, the PTA purchased a MAC lab for the school to encourage creative technology use in the teachers and students learning experience.

In observing the differences between both faculties, I understand that each professional development activity should be developed with the actual users in mind. If others are like me, and I suspect many are, they don’t need or want to be spoon fed technological information. They want to be told what to do and left to do it on their own. In fact, they would prefer an e-mail to a meeting with those same instructions. I remember leaving some faculty meetings where my colleagues clearly stated, “Could that just have been sent in an e-mail?”, whereas; the other faculty members had no complaints because there was no break from the norm. As I read the chapters and contemplated the content of this message, I wonder if there is any way to make everyone happy.

If I were developing a tech related staff development, I would consider the following things:

1) Complexity of the material

2) (Tech) learning styles of the participants

3) Time of day that the training is offered

4) Facilities available

Things I would try to do:

1) Offer it in a couple of sessions, Beginning and Intermediate skills – to cut down on frustration between those that need extra help and those that do not

2) Prepare a detailed, well designed handout that participants can refer to after the training (Given out after the training)

3) Encourage all participants to be patient with one another

Things I would try to avoid:

1) Whole faculty instruction

2) Assuming that people know their comfort level with technology

3) Calling on people who are not obviously comfortable with technology

Following these steps would guarantee that all faculty members had a training that best uses their time. When people know you are not going to waste their time, they are more likely to be willing participants.

Technology Training and Know-How

At the schools where I have done the majority of my field experiences, I can honestly say that the LMS does not do a good or adequate job of training the faculty or promoting technology use. At the middle school, in particular, I am not really sure that the LMS considers this part of her job. There is a technology specialist that is on campus 3 days per week and this person handles responses to problems with technology that is in the classroom. There is also a county level person whose job it is to train faculty on NEW technologies that are being brought in to the schools (either updating older technology or purchase of new items such as Promethium Boards). The LMS DOES put instruction materials on all of the equipment so that teachers will know the basics when they check something out. She also posts signs for some of the larger equipment (poster maker, laminators). I have only seen the county level training and there are no trainings available on the website. As far as I know, there is no blog, wiki or separate webpage. There is a podcast section on the main website and the last one was done in 06-07…pretty pitiful!

I believe that the LMS has a responsibility to all of the shareholders to educate on current technology---how it is used, how it can be used to benefit instruction, safety issues, ethical issues, and proper use of these technologies. I think the LMS should be on the cutting edge of technology advances and how these advances can be used to excite our students about education. In order to do this, I would say that a big job that we have is promoting technology in the media center. If we use the different types of technology, then we can be the best advocates of their use to teachers. Also, we should try to find guinea pigs that will try things….there are always people that love to use technology in the school. Get them on board and use them to promote new things or try new things in the classroom. I believe that using technology can be intimidating for teachers…they think it is extra work. Show how to use things easily…don’t get bogged down in instructions. Have a show and tell, or a Tech Tuesday or a Tech Tip of the Week online….anything to build excitement for and use of great technologies. Most importantly, I think the LMS should have a plan and keep up the enthusiasm for new ways of learning and teaching.

DO use technologies that you want to promote to shareholders.
DO keep the instructions easy, bulleted, and visual.
DO keep a record of people that try new things….use them to promote for you.
DO sell your ideas to faculty. Know your students and faculty and what they are interested in.
DO set goals for yourself…and your media center (4 new podcast users this year J)
DO be an optimist!
DON’T underestimate how difficult it will be to sell some teachers on the use of technology.
DON’T get discouraged if teachers don’t show immediate enthusiasm.
DON’T teach technologies that you don’t really believe are great and can be helpful.
DON’T underestimate your ability to make a huge difference in your school!

School TV News

My school's video distribution system is a closed circuit cable system. One of my responsibilities this year as media specialist is to set up the closed circuit so that we will have a morning news program running every morning by next school year, so this is a topic that I have already researched. Earlier this year, the music teacher/technology specialist from another school came to my school one day and taught me how to set up a live broadcast with my system. With his help I was able to broadcast the school's spelling bee live.

I have also visited another school in the county and learned how they run their closed circuit news program. Their system is newer than mine and the technology better. The media specialist has one computer with two monitors that display the teleprompter information. She uses a program called EZprompter. I talked with another mediat specialist who also uses this program. She says it is easy to use and not too expensive.

All the schools I talked with have one newscast each morning where students say the pledge and announcements. It lasts about 5 minutes or less (usually). Schools chose their students differently. One school used ASP students as their newscasts (4th and 5th graders). One school had 4th and 5th grade students try out. The middle school media specialist used a questionnaire for potential student helpers (upcoming 8th graders only). Then each of the student candidates had to have a questionnaire filled out by a teacher. The teacher reference had to answer questions about grades, behavior, attendance, etc. The middle school also had a rotation schedule for student helpers. They worked alternate weeks.

The channel we use for closed circuit broadcasts at my school is 6. We use channel 4 for closed circuit videos. The middle school has 3 or 4 closed circuit channels (I don't remember the channel numbers). The teachers at my school have no control over the closed circuit channels from their classroom (except to turn off the TV).

Two of the schools created a rolling powerpoint of announcements that played during the school day. Other events are occasionally broadcast (such as the spelling bee).

GPB

We have United Streaming at my school. It is one of my duties to train and help teachers with it. Unfortnately, I only had a short (30 minute) training session on it a few years ago. If I have questions about it, I usually e-mail another media specialist.

I liked the Teachers' Domain resources. It was great to have the elements of each subject divided and resources for each of those elements. For example--math was divided into Numbers and Operations, Algebra, geometry, measurement, etc. Then Numbers and Operations was divided further into Counting, Decimals, fractions, etc. These divisions are similar to the divisions we have for the Georgia Performance Standards. It is easy for teachers to locate the resources they need.

TV Broadcasts

I am the media specialist at Toccoa Elementary and we do not do a TV broadcast. I have only been there for one year but I have taught at the school for 8 years prior and we have never had a broadcast. I do plan to start a broadcast next year. We are going to film it using the digital video camera and imovie and we plan on doing it once a month. It will be more like a newsbreak than a morning show. I want to use a different grade each month to make the broadcast. I have not worked out all of the kinks but hopefully we will be up and making some type of effort by next school year.
We do have a close circuit system in the library. We use this to show items that need to be seen school-wide, such as fund raisers, PTO news, etc. Teachers also show videos on it that need to be seen by the whole group or by a set of teachers. During this year's presidential elections we aired commercials by both candidates that the kids produced and filmed. The close circuit is also used to show videos school-wide on special occassions and holidays. The teachers have access to all channels.
Our school loves United Streaming. Teachers pull from this resource on a daily basis. I have also downloaded a couple of videos onto the ipods. This has been a huge hit and teachers are asking for more. United Streaming is a great resource to have if you use Promethean or Smart boards in the classrooms.

Social Networks and Considerations for Their Use in Schools

Because I am a member of Facebook, along with my husband and oldest son, I see advantages and disadvantages with using them in schools. I thoroughly enjoyed the reading this week, as it gave me new considerations to think about concerning this neat tool. Let me also mention that I am not in the school system now. My Facebook account is a personal account and I use it for connecting with friends and for posting photos and links that I find interesting. I would say that I am a marginal user---I check it daily, but do not post my “goings on” every day. Many of my out of state friends, high school and college friends have joined Facebook in the past year and I have enjoyed “seeing” them again!

The main reason that I was drawn to FB as a social tool was because my high school son was using it quite often and it made me nervous. During a class last summer, we were asked to do instructional learning modules for teachers for 3 pieces of technology and I chose FB as one of these tools. I started my account and learned all that I could about its instructional purposes before I started using it as a social networking tool. I was surprised at how much I liked it and how much I thought (and still think) that it could benefit the classroom. I was very interested in the interview with Danah Boyd in School Library Journal in which she found that students use these sites for connecting with friends, not for meeting new people. This has certainly been my experience. I also believe that she is right on about the need for librarians to promote and know the difference between old media and new media. We can also provide for guidance in the use of these services.

The use of these social networking sites for classroom activities has fascinated me but after reading about the use of blocking these sites at school, there may be no way to really embrace their use for now. One of the activities that I used on my learning module was the use of groups to promote understanding of classroom topics. You can set the groups to be by invitation only so that only your classes can view the questions or materials that you post there. You can put pictures, links to readings or music, many resources to connect with the classroom material. One idea mentioned in the reading was that students could make FB pages for characters in literature---how cool is that?!

The resources that were made available this week in the way of promoting ethical and safe use of social networking sites were tremendous! I bookmarked almost all of them because I do feel a responsibility to teach this information to not only students and teachers, but to provide this to parents. I think that by using these resources in a positive way, we as media specialists can help de-bunk some of the myths related to these sites. One of the statistics provided by the Pew Institute in the reading was the 55% of all 14-18 year olds are using these social networking sites. It is my strong belief that we need to know them, use them and teach about them in our 21st century media centers.

Social Networking

What can be said about the nation’s new craze – social networking? Is it good, bad or indifferent? Although there are many different types of social networking, the premise is still the same, get or keep in contact with your friends, and become friends through friends.

One of the main attractions of engaging in social networking as a media specialist is that it is something the students think is exciting. Creating something that students want to use is the key. It is much more beneficial to develop a tool that may be considered somewhat controversial that students will use, rather than developing something that fits the status quo that students will not use. One of the goals of the media specialist is ultimately to provide useful information to students. If students are willing to go to Facebook, why not create a Facebook page for the media center. This can provide students with current information, tips and tools that can be used as they work on their assignments at home.

One criticism of using social networking tools within the media center is the open-access nature of the sites. Although the media specialist and the teachers teach students about internet safety, students often feel invincible and they don’t really understand the nature of those out to harm them. The problem exists only because one has to have a site to view a site. Therefore, students who may not be into social networking may create a page in order to view the media center and other teacher’s sites. If students don’t choose correct settings or if they just allow anyone to be their “friend” then predators or others intending to do harm have access to whatever personal information the student has published.

While the open access issue is very serious, continuous counseling about internet safety can help make social networking a very valuable teaching tool. The real thing to watch out for is addiction! Although I, and many of my friends and colleagues, said that we would not take part in the social networking craze, a single glimpse can cause anyone to become enraptured in the vast amount of data available. Students need to be reminded that social networking is not a substitute for actual personal interaction. (Some teachers will need to be reminded of this as well. Giggle, Giggle)

I do believe the benefits to using social networking outweigh the drawbacks. Media specialists in schools that do not have funding for a web site can definitely benefit from having spaces on social networking sites. I would say that perhaps a wiki may give them same advantage without the negative stigma currently carried by some social networking sites. Both types of sites have one similar potential drawback which is the opportunity for anyone to make comments that are public.

I am now in the process of creating a new web page for my media center b/c we are using a new product. I have been looking at web pages for other school trying to decide what I want to put on our new site. So, far I have seen hundreds of different ideas that all seem to be relevant to the school that they are representing. The real task comes in dividing what is important to your school and what is not. I have come up with several things that I think must be included on an elementary site. First, I think that you have to make it appealing to kids so that they will choose to come and check it out. Second, the parents have to come to the site and find it worthwhile or they will not waste their valuable time. Thirdly, it has to promote the media center in a positive way to those outsiders who may visit just because of curiosity. Having four kids of my on, I realize that cool graphics, interaction, and awesome games are the hooks that I need to get kids involved. The website has to be modern and competitive with the sites that they are already using. Old layouts with teddy bears and apples is not going to cut it in today's high tech kids. Use a theme that is catchy and build around that. This gets the kids into the site. For example, a fear factor theme would get kids interested. This part of the site could be for kids only that way when parents and others visit you could still be presented as professional. The kids only section needs to contain games that the kids can play (not lame word games). Scholastic, Game Ranch, Funbrain, and author websites offer good, clean, and even some educational games. They also need a place where they can interact with each other. A blog with an organized topic would be a great place for kids to review books, discuss topics, and present their ideas. The kids area would also be a great place to offer book reviews and promotions. Kids also need a calendar feature so that they can keep up with whats happening at school. The parent portion needs to include links to their kids' homeroom teachers, a calendar feature, and helpful website links. (i.e. homework helpers, book reviews, movie reviews, kids clean websites etc., a parent blog would also give parents a place to express their views. I also think that a ask the librarian section would be a nice touch. All of this needs to be presented in an organized and professional way. Anytime that we can put our best foot forward for the media center we should take the opportunity.

Web Sites

The number 1 "don't" of any web site (for me) is a flashing graphic. If there is any kind of moving or flashing I immediately leave the web site. The flashing and/or moving graphic is annoying and gives me a headache if I try to read the web site for more than a couple of minutes. The other "don'ts" are:
2. small font
3. too much text
4. too many graphics
5. links that don't work
6. outdated information
7. inaccurate information
8. not enough information
9. web site is disorganized
10. web site is not user friendly

The top ten "do's" that I would have in my design if I had a web site for the media center are:
1. Have the basic information that is listed in our textbook such as e-mail address, library phone #, hours, webmaster contact information, etc.
2. The media center policies and procedures
3. calendar/schedule
4. OPAC
5. Items that are new to the media center
6. Links to useful websites for teachers and students
7. Library news that is updated weekly
8. links to reference sources/homework help
9. Copyright information
10. Links to child appropriate search engines
11. (sorry, I had to add one more)--The website is child friendly with graphics and larger size font.

I found the web site information in our textbook helpful-especially how that had each step prioritized. My goal is to have a web site set up for my media center by the start of the next school year. I'm glad that we have studied this topic and I now have resources to help with the design of my site. The county I work in offers teachers and other staff the option of having a web page that is linked to the school's web site. It is a template with some freedom to modify it. This is probably what I will use since creating web sites is new to me.
I will also be looking at options such as wikis and blogs.

To Wiki or Not to Wiki?

Wiki in Hawaiian means “quick”. Keeping this in mind, it is useful to think of a media center wiki as a quick resource for users to find information needed for any number of tasks that they may be assigned to. In the article Wikis in the K12 Classroom, the author points out that wikis can be used for “pedagogical, administrative and social goals.” I think that although a wiki can be used for all of these goals, it is important to have a goal in mind in creating a wiki. In Boeninger’s article in Library 2.0, he asserts that the media specialists needs to have a specific reason for creating a wiki before investing in the time and energy and possibly money to create one. If the blog or webpage is working, then you may not try a wiki just because everyone else is doing it. There needs to be a rationale for it. However, with that said, I could see an immediate benefit to using a wiki for a media center.

First, a wiki can usually be searched. This is extremely helpful to the student and teacher shareholders that may be looking for specific content. As the content on the wiki grows, this becomes more and more valuable. According to Boeninger’s article, some of the wiki software available can also give statistics about which information is being looked at most often. This would be helpful in terms of letting the LMS know if more content may be needed on certain topics and if content needs to be dropped.

Second, a wiki can be used as a collaboration tool if it is marketed in the right way to teachers and students. If a media specialist is asked to get materials together for a unit of study, then all of that content could be loaded onto the wiki---booklists with call numbers, websites (pathfinders), videos, etc. Adding the teacher’s resources for the unit would make the wiki invaluable to the student working at home or in the media center on projects. It is one-stop shopping! In collaboration with the teacher, the materials can be added to or culled. The teacher could also add discussion questions that students could respond to on the wiki. The Decatur HS and Westwood School wikis did a fabulous job of integrating student and teacher materials onto the sites. As with any technology, teachers would have to be provided with in-service or some kind of buy in to the technology….it is up to the LMS to make that happen on a school wide basis. Student buy in may be easier because the LMS could use the wiki during lessons in the media center.

Third, if the wiki succeeds in getting shareholders to participate, the wiki becomes a tool that connects the school community in a unique way. Because everyone has the capability to add to it (parents, administrators, counselors, teachers and students), the wiki can promote communication among all of these groups. Again, I think that the LMS would have to be vigilant in getting contributors to join in! I thought that the Apalachee HS wiki used great resources to promote its use---the connection to the news both local and national was a nice touch. In addition, the incorporation of the links to Library Thing and the introduction to the media center video were nice touches.

Again, having a reason to start a wiki is vitally important. If there is no reason, then the wiki is technology for technology’s sake—no benefit. The links and material need to be checked often. Make sure that everything works! The entries also need to be updated…don’t let it just sit there and have entries a year apart. Encourage the wiki’s use!

Wow! Wow! Wiki's!

Although I have heard of Wiki's for sometime, and have even participated in a workshop about preparing them, I have never realized the full power of the Wiki until now. In order to prepare this blog, along with reading and checking out the recommended wiki's, I created one with my fiance' for his class. I discovered that they are extremely easy to put together which is fantastic, especially in the busy world of library media specialists.

The wiki should be able to facilitate meeting the needs of many potential school users. I would like to see a media center with a wiki that provides information everyone can access in addition to providing a forum where people can meet and discuss important and exciting topics. The wiki can be a catalyst for collaboration if used to solicit input and ideas from people. A simple way to encourage collaboration is a bi-weekly or monthly book chat. Using a wiki rather than a face-to-face meeting allows many more students to participate, especially if there are a lot of students who participate in several after- or before-school activities.

Another way to encourage collaboration within the media center wiki is to have a discussion page to solicit ideas for materials to include in the collection. This discussion page could have links to several online selection tools. Members of the school community could review the tools and make suggestions through the wiki. This provides an enormous benefit to the media specialist and the media committee. If there are enough suggestions, they can be reviewed for need against the selection criteria and the selection committee has one step eliminated. They may not have to go searching for materials themselves. Additionally, the collection represents the true pulse of the learning community.

After I spent time getting to know and understand wiki's I found so many positive uses that it was hard to consider the possibility of any drawbacks. However, after I returned to reality, I realized that a couple of important drawbacks do exist. For instance, students without internet access at home would not be able to use this tool as an integral part of their education. (Although, in my observation, these same students seem to have no trouble maintaining the most accurate play list on their mp3 players.) Another drawback that I noticed only with my limited exposure to wiki's is that some sites require payment in order to limit who may edit the wiki. I am not sure how confident I can be that students will not add information that they think is funny or inappropriate just for the fun of it.

Overall, I have been impressed with the opportunity to create a place online that provides wide access to a variety of information that does not require a huge time investment. A wiki space offers teachers and media specialists to provide information and develop a collaborative environment across a number of topics. Creating a collaborative environment requires disseminating information and then asking for feedback from the wiki community. A media specialist can use this technology to avoid re-inventing the wheel or continually disseminating the same popular information repeatedly.

Podcasting

If a teacher approached me about starting up podcasting at our school, I would be excited to help. Since producing the podcast for this class I know a little more than I did before the start of this semester so I would be able to assist the teacher a little. I would suggest to the teacher that we meet together with any other school personnel who are also interested in podcasting and discuss the best course of action. My role as a media specialist is to support the teachers and students in their search for information. Podcasting would definitely fit into the standards set forth in Information Power.
After listening to the podcasts on Radio WilloWeb, I wanted to start podcasting at my school. The only problem is finding the time to begin and continue the program. In Library 2.0 it even discusses what I'm afraid I would let happen--Podfading. Maybe I would have time to start the program, but then other responsiblities would start to get in the way of podcasting. I would want to make sure I had the support of other staff members before beginning podcasting.
Before the experiences in this class, I had a vague idea of podcasting. The term always made me think of iPods. I didn't realize that you could podcast without an iPod. I also didn't realize that there are so many ways to use podcasts. I especially liked that students created the podcasts on Radio Willoweb. Other ideas I liked were using the podcasts for booktalks, library news, and professional learning. Another advantage of a podcasting program is that it does not seem to require much expense.
Some things I would do before podcasting at my school include: talking to other media specialists or technology specialists about podcasting and how they began and use the program at their school, discuss and prepare for legal issues (permission slips for students, etc.), visit a school (if possible) that already has podcasts, and work with a group of staff members who are committed to supporting the program.

Practice post about podcasts

Has anyone else listened to the podcasts on Radio Willoweb yet? I would really like to do something like this at my school. I think the students would enjoy creating a podcast like that.

Welcome!

How exciting! We have our own blog.