One of the things we're doing in my class is podcasting book reviews. One group of students is in charge of background music. In order to help them, I have to familiarize myself with GarageBand enough to help them with troubleshooting. The group is being given a total time of 1.5 hours of classtime to do this.
I'm busy getting to know GarageBand. It is fun. But this exploration is not intrinsically tied to learning more about reading skills. Its accessorizing the presentation.
Look, on the other hand, at this example. In a college phonetics and phonology class, we were given the opportunity to mess about with Praat sound recording and manipulation software. We saw the waveforms and spectral images of sounds, changed the pitch so that a declarative utterance became a question, spoke backward and reversed it, cut off phonemes from words, tried to determine the word by looking at the waveforms, etc. It was all very fun in a dorky, explorative way, but it directly led to learning the subject at hand.
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When I was in college I contributed a burp to my friend's experimentation with a program like PRAAT. He had huge speakers, so the whole dorm got to hear the souped-up versions.
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