BP10_2009103_Web 2.0_Podcasting

In my search for Web 2.0 tools that I could realistically use in my current classroom, I am reminded of a powerful tool that is often forgotten. Podcasts can be created just on just about any recordable device- from a specialized voice recorder, to a computer, to a cellular telephone; and they can be posted to, and taken from, the internet through enumerable sites and with many differing production programs. One thing is common though, Podcasts are a wonderful and versatile education tool.

"Creating podcasts gives your students fun ways to show their understanding of course material." (Cassinelli, 2007)

The real power of audio podcasts comes not only from their publication for a potentially global audience via the Internet, but also from the ability listeners have to time and place shift when they enjoy podcasts. Using portable digital music players (including but not limited to an iPod), anyone can listen to a podcast in their car, at the gym, or while multi-tasking during some other activity. (Fryer, n.d.)

A summary of reasons to use podcasting in the classroom, as suggested by Wesley Fryer:
1. Podcasting is cheap
2. Podcasting invites a global audience
3. Audio podcasting encourages no-frills communication
4. Podcasting is digital storytelling
5. Podcasting provides a window into the classroom
6. Podcasting involves few privacy concerns
7. Podcasting can educate about copyright
8. Podcasting can be inneractive
9. Podcasting can be creative
10. Podcasting can be fun
(Fryer, n.d.)

I would add:
11. How to create a podcast is not difficult to teach, nor to learn. Therefore, students of all ages can partake in the initial recording without becoming stressed in mechanics.
12. Podcasting promotes both reading fluency and presentation voice-- to standards to master in public education.

In thinking of ways that podcasts can be integrated into the standard K12 classroom, I offer up the following suggestions to enhance your lessons:
-When teaching the influence of radio and how officials such as F.D.R. spoke to large populations at once, you can compare and contrast that period of history to today's use of social media streaming.
-Students can study and then re-create their own historical radio broadcasts of news, politics...etc.
-In the ELA drama unit, students can act out radio plays complete with sound-effects and dramatic voice.
-Students can compose and perform their own radio plays.
-Students can record themselves reading their notes aloud or retelling the story in their own words. Then they can listen back to it as a study mechanism.
-For those times when there is so many relatable topics to teach, but so little time-- students could create podcast lectures on the various topics and share them. All students would ultimately be teaching each other all parts of the content without boring lectures heard without depth of knowledge applied.
...etc... the possibilities are endless!...

Then, after the students have been completely engaged in their learning by creating- podcasting allows for them to find meaning through sharing and receiving comments on their work! Student collaboration could turn to critique as the podcasts are published. It takes a great deal of money, time, effort, and endless trials for a book to be published into what we see at the store. I find it hard to motivate my students to be good writers with such an extensive wait for a reward. However, if their work can be reviewed adn applauded by the masses quickly, then their motivation would sustain. MyPodcast.com allows for anyone to post their podcast to their own domain, and be able to control the comments if, by chance, any were inappropriate. I see myself creating a MyPodcast account for my classroom, then having my students load their work to it. They would review each other's projects, ask questions, thoughtfully respond, add to, and ultimately be fully engaged in creating their own learning; and all on one comprehensive domain!

Since podcasts can be put on ipods or the like, anyone can learn anywhere! Imagine the football team studying for their test while they are running drills.

To edit your podcast, check out the following free site: http://audacity.sourceforge.net (Windows)/ Garage Band (MAC).

Just for laughs, I can't help but include a humouous- yet strangely correct- way of defining podcasting.


References

Cassinelli, C. (2007, July 3). Integrating podcasting into your classroom. Retrieved from http://www.youtube.com/watch?v=ExkMeQfuLGc

DigitalFilmmaker. (2006, February 24).  Ask a ninja: Special delivery 1 "what is podcasting?". Retrieved from http://www.youtube.com/watch?v=OEmss2lg-ug

Fryer, W. Tools for the TEKS: Integrating technology in the classroom. Classroom audio podcasting. Retrieved from http://www.wtvi.com/TEKS/05_06_articles/classroom-audio-podcasting.html