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Digital Voice Recorders Turn Students Into Interviewers
https://www.edweek.org/technology/digital-voice-recorders-turn-students-into-interviewers/2009/07#:~:text=Most%20classrooms%20will%20want%20at%20least%2016-bit%20sound,sound%2C%20but%20make%20the%20devices%20bulkier%2C%20he%20says.
Digital Audio in the Classroom | Teachers College ...
https://www.tc.columbia.edu/articles/2001/september/digital-audio-in-the-classroom/
The text-to-speech software is only one of the digital audio applications Deming found effective in the classroom. He also said that musical compact discs can be used, sometimes to set the mood while students are doing other activities and sometimes as part of the central activity in the classroom.
Digital Audio in the Classroom - ED521 Integrating ...
https://sites.google.com/site/ed521sp2013/digital-audio-in-the-classroom
Digital Audio in the classroom. ... over 10,000 hours talking on digital cell phones; over 20,000 hours watching TV (a high percentage fast speed MTV), over 500,000 commercials seen—all before the kids leave college. And, maybe, at the very most, 5,000 hours of book reading. These are today’s ―"Digital Native" students.
The Audio Dimension: Using Digital Sound in the Classroom ...
https://ukedchat.com/2021/06/10/audio-dimension/
Audiobooks can be particularly useful for struggling readers who often are faced with texts that reflect their current level, yet the content is the pitch at a much younger age group. Audiobooks can also be used the prime readers if they first listen to the text, and then read the page, making flow and comprehension much better. In this #UKEdChat session, which took …
Digital Audio in the Classroom - dipedti.weebly.com
https://dipedti.weebly.com/uploads/4/0/5/0/4050109/digital_audio_in_the_classroom.ppt.pptx
Audio media in the Classroom. Teachers use audio media in the classroom for many reasons such as to . convey information . and . stimulate learners’ imagination. or to . evoke or help set a particular mood . or to . help fine tune listening skills.
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