Digital Audio can be incorporated into the curriculum to enhance teaching and learning. The Internet is rich in audio recordings of political speeches, newscasts, and music that enrich the curriculum. In learning digital audio production students can create multimedia presentations and become engaged in the process of using technologies for authentic learning. In addition, they can share their experiences by posting projects on the Web.

How research supports this module?

Moursund, D. & Smith, I. (1999). Research on multimedia in education. Research on technology in education. Retrieved Jaunary 2, 2003, from:
http://www.iste.org/research/reports/tlcu/multimedia.cfm

"Multimedia brings a 'two for the price of one' dimension to Project-Based Learning [PBL]. Students using multimedia in PBL learn both the [Information Technology] IT and the disciplines being focused on in the PBL lesson. Project-based learning has long been a part of the repertoire of many teachers. Blumenfeld et al. (1991) provides an excellent summary of the research literature supporting PBL. Sandholtz et al. (1997) provides strong evidence of the success of IT-assisted PBL in the Apple Classroom of Tomorrow schools in which students had ready access to IT both at school and at home. In summary, there is strong research evidence that in the hands of an appropriately prepared teacher, IT-assisted PBL works (Presidents Committee of Advisors on Science and Technology, 1997)."

• ISTE Standard I. Technology Operations and Concepts (A, B)
• ISTE Standard V. Productivity and professional Practice (A, B, C)

• ISTE Standard II. Planning & Designing Learning Environments & Experiences (A, B, D, E)
• ISTE Standard IV. Assessment and Evaluation (A, B, C)
• ISTE Standard VI. Social, Ethical, Legal and Human Issues (A, D)

• Trace the history of sound recording.
• Explain aspects of sound sampling.
• Create and record a commercial using voice and music.
• Identify copyright laws for music and audio recordings.
• Analyze two sound recordings as primary sources.
• Identify the types of sound formats.
• Download and play three different sound files.

Digital Audio Technology Pre-Assessment Checklist

3 = Advanced
2 = Intermediate
1 = Introductory

I would rate my knowledge and skill level in digital audio as:

Please circle one:

1. Sound Recordings as Primary Resources 3 2 1

2. Sound Sampling 3 2 1

3. Voice Recording 3 2 1

4. Music Recording 3 2 1

5. Sound File Formats 3 2 1

6. Copyright Laws for Music 3 2 1

Digital Audio Technology Post Assessment Checklist

Participant's Name:

The participant completed the following Tasks:

_____ Analyzed 2 sound recordings.

_____ Demonstrated an understanding of sound sampling.

_____ Located 3 sound files on the Web, identified their formats and the program(s) to play them.

_____ Created and recorded a 30 second commercial using voice and music.

_____ Saved a sound recording to a storage device.

• Knowledge of basic computing skills, including installation of software, how to pull down menus, navigate software, and scroll.
• Basic Internet search skills.
• Other Skill Modules including Introduction to Using Internet Resources for the Classroom.

Instructor

• Computer with microphone and sound card
• Internet Connection
• Digital Projector

Participants

• Computer with microphone and sound card
• Internet Connection

Step-by-step instructions with assignment tasks are incorporated in the document, Digital Audio Basics located at:
http://www.cyberbee.com/audio.pdf

Have a selection of sound files already on the hard drive or network for participants to use.

Additional Websites:

• Creating Music:
  http://www.creatingmusic.com/

  Creating Music is an online creative music environment for children of all ages. Students may compose music, play with musical performance, music games and music puzzles.

• Find Sounds:
  http://www.findsounds.com/

  Search the Internet for sound effects and musical instrument samples in these file formats, AIFF, AU, and WAVE.

• Inventing Entertainment: the Early Motion Pictures and Sound Recordings of the Edison Companies:
  http://memory.loc.gov/ammem/edhtml/edhome.html

  "This site features 341 motion pictures, 81 sound recordings, and other related materials, such as photographs and original magazine articles. Cylinder sound recordings will be added to this site in the near future. In addition, histories are given of Edison's involvement with motion pictures and sound recordings, as well as a special page focusing on the life of the great inventor."

• K-12 Resources for Music Educators:
  http://www.isd77.k12.mn.us/resources/staffpages/shirk/k12.music.html

  A compilation of links that are useful to teachers. A special feature on the page is the Music Box of Sound and Software with complete downloadable music compositions in QuickTime format.

• Smick and Smodoo's Old Codger's Midi Page:
  http://www.smickandsmodoo.com/aaa/oldcodgers/oldcodgers.htm

  Find a great selection of familiar tunes that turn back the clock to the turn of the twentieth century.

Step-by-step instructions with assignment tasks are incorporated in the document, Digital Audio Basics.

Digital Audio Basics:
http://www.cyberbee.com/audio.pdf

1. What learning experiences and strategies utilizing this technology could participants provide in their classrooms?
2. What resources and equipment will be needed in the classroom?
3. What classroom management issues need to be addressed?
4. What assessment/evaluation strategies could be used to assess student knowledge and skill when using this technology? (For example: portfolios, checklists, demonstrations, rubric)
5. How might the participant utilize this technology in student assessment?
6. What legal and ethical issues should be addressed when utilizing this technology?
7. What health and safety issues should be addressed when utilizing this technology?
8. What research supports use of this technology skill(s) and knowledge in the classroom?
9. How would you address students' diverse learning needs when using this technology?
10. How can this technology be used to support learner-centered startegies that address students' diverse learning need?

See:
http://wneo.org/snfrontpage/classroomextensions.htm

1. Learning Experiences and Strategies
   Learning experiences utilizing this technology in the classroom can include:
   • use a digital camera to create a series of still shots on video and then record sound over the video with digital audio to create a presentation on classroom activities for Open House
   • create a library of video sounds for use in PowerPoint and Hyperstudio presentations
   • record sounds in nature such as bird calls to tie in with science curriculum
   • enhance the study of different musical genres through sound recordings
   • record primary source speeches and events from the Internet to enhance social studies instruction.

   Discuss the Merits of Digital Audio in the Classroom
   1. How can students use sound recordings in multimedia projects?
   2. How can sound recordings enhance or detract from a multimedia project?
   

   Extensive suggestions for using audio in the classroom can be found on the Auckland College of Education website. See:
   http://staff.ace.ac.nz/centres/technology/BruceWeb/Audio for the Web
   and
   http://staff.ace.ac.nz/centres/technology/BruceWeb/Audio for the Web/classusetape.html.

2. Resources and Equipment
   Digital recording devices for each student or each cooperative group of students will be needed. Students will also need access to a computer and Internet connectivity.
3. Classroom Management Issues
   Discuss:
   • How will you manage sound levels?
   • How will you manage recording audio in the 1-5 computer classroom?
   • How will students care for the audio equipment?
   • If students will use the audio equipment outside the classroom, how will you monitor its use?
4. Assessment/Evaluation Strategies
   Rubrics can be used to assess projects created with Digital Audio. Rubrics can also be created to assess student involvement in a project as a cooperative group member or individual.

   The Rubistar website is a resource for assessment.
   http://rubistar.4teachers.org/

5. Student Assessment
   Digital Audio can be used as a tool for authentic assessment by allowing the students to create their own learning and directly demonstrate classroom concepts in creative, innovative ways.

   Teachers can use digital audio to record their own classroom "performance."

   Teachers can record spelling and other tests for students who need to take the tests individually.

   For more ideas on teacher use of digital audio, see the Auckland College of Education website Using the Audio Cassette Recorder in all Centres of Learning at:
   http://staff.ace.ac.nz/centres/technology/BruceWeb/Audio for the Web/audclb.htm.

6. Legal and Ethical Issues
   It should be impressed upon students that the Digital Audio devices are to be used in class for curriculum-related activities only. Students should have respect for the work of other students and not interfere with any other student's learning. Before they do live recordings, students should have the subjects complete permission forms.

   For more information on legal and ethical issues when using technology in the classroom, visit:

   • Resources for teaching information technology ethics to children and young adults
     http://www.doug-johnson.com/ethics/index.html
   • The Educator's Guide to Copyright and Fair Use
     http://www.techlearning.com/db_area/archives/TL/2002/10/copyright.html
   • Before You Post Your Work? Do you need permission?
     http://www.ncsu.edu/midlink/posting.html
7. Health and Safety Issues
   There do not seem to be a large number of health and safety issues related to digital audio. The use of headphones at a high volume could lead to concerns about hearing loss. The normal care that would be taken with any electrical device should be taken with Digital Audio devices.

   If students are using computers, teachers should pay attention to ergonomics. Information on ergonomics is available at the following websites:

   • Computer Ergonomics for Elementary School
     http://www.orosha.org/cergos/
   • CUErgo: Cornell University Ergonomics Web Site
     http://ergo.human.cornell.edu/

8. Supporting Research
   Columbia University, Teachers College. (n.d.). Teacher in Astoria Elementary School earns doctorate from Teachers College by investigating 'digital audio' in the classroom. News Bureau. Retrieved August 27, 2003, from:
   http://www.tc.columbia.edu/administration/newsbureau/news/deming.htm

   See also the Research section under Rationale.

9. Diverse Learning Needs
   Students with hearing impairments or deafness will require the audio message to be presented in an alternative format (text or visual).
10. Learner-Centered Strategies
    Many students learn and retain information better when presented in multiple media formats. Students who prefer auditory presentation will benefit from the liberal use of digital audio.

• Workshops provided by Educational Technology Agencies
• Element K - Online Learning Courses:
  http://www.elementk.com/corp/Catalog.html
• A UNI Professional development Workshop:
  http://www.uni.edu/profdev/video/syllabus.html
• Digital Audio in the Classroom:
  http://www.watertown.k12.ma.us/DEPT/Tech/showcase99/dig_in_class/dig_audio/index
• Digital Audio Formats and Cables:
  http://www.audiomidi.com/classroom/audio/digital_formats.cfm
• Developing Resources for the Classroom Teacher:
  http://www.nyu.edu/classes/gilbert/resources/applications/digaudio.html
• Use of Digital Audio in a Language Lab:
  http://www.goucher.edu/thormann/helpfiles/audiomain.htm
• Digital Audio Basics:
  http://www.nyu.edu/education/music/music/mtech/goodbook/gb01.htm