[edit] Introduction

Many teachers today feel at odds with technology in the classroom. This is not only a reference to one’s personal battles with one’s computer, but rather the constant competition for students’ attention from the various gadgets that students are bringing to school: gameboys, cell phones, ipods, etc. What would happen if, rather than confiscating these devices, teachers incorporated them into the lesson? Educators all over the world are experimenting with this very approach and finding that these gadgets make powerful allies in the struggle to engage an audience of students. Among the most successful approaches has been the incorporation of podcasting into the classroom (Shim & Shropshire, 2007).

[edit] What is Podcasting?

Podcasting is a combination of the word ipod and broadcast. It is generally an episodic audio work that includes some sort of discussion. Podcasts are published online for audiences to download and use aggregating RSS feeds ^[1] to update subscribers. In other words, audiences do not have to visit a particular web site to stay current on its podcasts; they simply use programs such as Juice or iTunes to download the podcasts. Once downloaded, the mp3 files can be loaded onto an mp3 player and listened to at any time.

BBC defines podcasting as “a way to ‘subscribe’ to radio programs and have them delivered to your personal computer”. This statement inadvertently shows BBC’s bias toward media companies having the power of production. They seem to ignore an important fact: podcasting and other web 2.0 technologies are transforming the media by allowing former consumers to become producers. The new democratization of the media is not only transforming culture, it is transforming what is possible in the classroom.

[edit] Why use Podcasting in Schools?

Students today are likely to have multiple careers as adults. The future will demand of today’s students versatility, the ability to self-educate, emotional intelligence, and a host of other skills that are excluded from traditional education. This calls for a departure from the older, static forms of education (Seely-Brown, 2006). Listening to and creating podcasts in the classroom can complement existing educational strategies in a number of different ways. Callahan et al., states that multimedia repetition is far superior to traditional lectures as an instructional tool (as cited by Shim & Shropshire, 2007). Presenting information through a variety of mediums can ensure that a group of students with diverse learning styles will be better served. Creating podcasts also incorporates a number of key educational strategies: social learning, learning through enculturation, multiple media literacy, and exposure to a larger audience.

Throughout history, learning has always been a social act for humans. According to a Scientific American podcast, the ability to learn by watching others may have been what gave humans an evolutionary advantage and the ability to develop the complex societies of today. Social learning is becoming even more crucial in the age of wikis and open source software. It is critical that this practice be incorporated into the classroom by allowing students to learn from each other and from other communities. Making contributions of value enables a student to become a central figure in a community. Defining one’s role within this community can be an important motivational tool (Seely-Brown, 2006). Helping others along can also occupy the students who finish their work quickly, lower the intimidation factor with the students being helped, and reinforce the knowledge structure in the mind of the student that is helping. Creating a podcast as a class or as a group provides an ideal environment for social learning to occur. Students can work in groups, evaluate the work of other students, and even learn from podcasts that are already on the web.

Learning socially in this manner is also closely tied to “learning through enculturation”. According to Jean Lave’s theory of situated cognition, learning often occurs through “legitimate peripheral participation. In other words, students participate in “real work” and learn to “be” something rather than just learn about it (Seely-Brown, 2006). Too often in today’s schools, students are told to sit down and passively absorb information about the roles that others play in society. A far more exciting and affective method would be to allow students to adopt those roles themselves. Requiring students to find podcasts relevant to a topic is a way of asking them to play the role of a researcher. Requiring students to create a podcast can allow them to take on the role of writer, educator, artist, actor, or critic. They become creators of media themselves, rather than passive consumers.

Multiple media literacy is also a critical skill that can be learned through podcasting. Traditionally, students are taught to be text-literate. They must be able to read, understand, and comment on various literary works as well as express themselves through writing. However, today’s media no longer focuses primarily on text. In order to make a point, students must be more than text literate; they must be literate in multiple media. This kind of literacy involves understanding the ways that graphics, sound, and text can work together to communicate an idea or create an effect(Seely-Brown, 2006). It may be true that the pen is mightier than the sword, but with modern audiences a statement made with effective graphics, sound effects, and music trumps both. Podcasting is a medium that requires students to use their writing skills, but allows them to become eloquent in these other forms of expression as well.

Finally, podcasts give students access to listeners around the world. According to an article in Smithsonian Education, “a report or essay handed in to the teacher has an audience of one-the teacher. A report or essay adapted as a podcast can reach listeners around the world.” Audiences do listen, as has been proved by the podcast of Jamestown Elementary School. Shortly after the school launched its podcast, the programs were discovered by another elementary school in Scotland. The two schools became podcasting partners and are discussing joint projects. Exposing the students to a worldwide audience in this way provides motivation to take pride in one’s work, as well as an opportunity to increase global awareness.

Life will always demand that one learn new skills and adapt to an ever-changing environment. The ideal way for students to learn skills and material is with the goal of accomplishing a task or joining a community. As Seely-Brown states,“…the focus of education moves from building up stocks of knowledge (learning about) to enabling students to participate in flows of action.”(2006, p. 23) The skills and opportunities discussed above are not apt to be found in a textbook. They require one to reevaluate how to ensure that today’s generation will be prepared for the future. It is no longer sufficient for students to passively absorb information. Students must be participants the creation and evaluation of information, and podcasting allows them to do just that.

[edit] Who is using Podcasting in Schools?

A growing number of schools worldwide are beginning to integrate podcasts into the classroom. The trend began in universities, but is now becoming more common in elementary, middle, and high schools as well. Many schools have made ipods and mp3 players available for checkout, so that students can enjoy an educational experience in a variety of locations and times (Smithsonian). Examples of student-created podcasts can be found today in elementary schools, middle schools, high schools and universities. The following is a discussion of a few schools listed on the Educational Podcast Network , as well as one university.

[edit] In Elementary Schools

One example of just how well podcasting can be incorporated into a number of different activities can be found at Jamestown Elementary School. The school launched a podcast in which students interview each other as they explore and learn about monuments in Washington D.C. As stated before, the podcast was discovered by another elementary school in Scotland and the two schools have now become podcasting partners. The students also publish podcasts that document their learning experiences around Washington D. C.

The third and fourth graders at Bristol Elementary School also have a great podcast. According to the fourth grade teacher, Nancy Tripp (2007), the students brainstormed their ideas in groups, wrote the parts, and edited the audio with software called Audacity. The students used laptops with microphones built in, though finding enough laptops and a quiet area can be challenging. According to Tripp, podcasting offered numerous benefits. It was especially useful to teach reading skills, since the students were required to read fluently and were able to evaluate their own reading skills. The process also gave students the opportunity to build writing and technological skills. Tripp states that the whole process was “really an awakening” for the students.

[edit] Podcasting Project

As part of the research process, I worked with students from Samyook Elementary School to create their own recording as a practice podcast. The group of students that I worked with consisted of only five fifth grade students. The students chose between two themes provided, and chose which segment of the podcast they wanted to create. Once they understood what was involved, the students worked diligently and quickly to write their parts. They seemed to enjoy the process. One surprising benefit of this exercise was that the students critiqued their own pronunciation and grammar when the completed project was played back to them. This project was completed in one fifty minute class period (not counting the time spent editing). If more time could be devoted to the project, then it could be far more beneficial in a number of ways. Discussion of the podcast could provide an opportunity to sharpen conversation skills, peer editing could be used to reinforce grammar, and of course writing and reading are used during the creation of the recording. This is a medium that I fully intend to incorporate into future lessons.

[edit] In Middle Schools

Cranbook Composers is a podcast that focuses primarily on music created by the students. In addition to music, the podcast includes recordings of the students interviewing each other. The students in this podcast demonstrate creativity not only in the pieces that they compose, but also in the approaches that they take to interviewing. Of course, gaining access to a larger audience also encourages students to improve their musical pieces.

Academy Charter School has a podcast called Gigapeas in a Gigapod which includes school announcements, interviews with new students, music, jokes, news, messages from non-profit organizations, weather, sports (which includes statistics), fictional interviews with “parents”. The podcast have some volume control issues, but overall the podcast was fun, informative, and relevant to students. This podcast was unique in that it covered a wide variety of topics. Because so many different sections were included, a wide variety of benefits are reaped as well. Introducing new students can have social benefits for the incoming students, the news increases awareness of what is happening in the community, the sports sharpen mathematical skills by discussing statistics, and the role playing of "parents" allow students to practice viewing problems from others' perspectives.

[edit] In High Schools

An English and computer technology teacher named J. Grizzle publishes a podcast created by his students called The Roaring 20s Podcast. This includes historical facts about the 1920’s and dramatizations from parts of the book “The Great Gatsby”. The site seems fairly professional and the identity of the students and school remains hidden, presumably to protect their privacy. The podcast seems to be set up as a complement to a literature course. By researching these topics, students were better able to understand the cultural context in which "The Great Gatsby" was written.

[edit] In Universities

Although universities were some of the first schools to begin podcasting, the use of this medium remains controversial. Some professors argue that podcasting lectures will lead to empty classrooms. However, surveys show that the interest level of the student in the material or professor is the key factor in determining attendance. It is an even greater factor than attendance affecting grades. The College of St. Scholastica’s Dr. Cizadlo began podcasting his anatomy and physiology lectures. Shortly after, a survey of Dr. Cizadlo’s students showed that 94% of the students claimed that the podcast did not cause them to attend class less frequently. However, 51.2% claimed that the podcast did help them do better in the course. The benefits of the podcast seem to greatly outweigh the supposed disadvantages. The podcast reaches students with different learning styles and adds a great deal of convenience. Like Jamestown Elementary, Dr. Cizadlo has also found that he has a global audience. When he makes his current podcast, he is aware that he is not only speaking to a classroom full of students, but to an audience that is scattered across the globe (Bongey, Cizaldo, & Kalnbach, 2006).

[edit] How can educators use Podcasting?

[edit] Finding Appropriate Podcasts

Finding a podcast and playing it for a class does not necessarily improve a lesson. Lamb and Johnson give excellent advice for factors that determine whether a podcast is suitable for the classroom. Among these factors are the following:

• Use podcasts to portray information that is not easily illustrated through text.

• Always keep in mind the intended audience.

• Find podcasts that use sound effects, dynamic dialogue, and music to add to the interest level.

• Be wary of podcasts that provide an inaccurate picture, either through false information or through failure to distinguish fact from fiction.

• Consider the size and format of the files as well as the quality and volume range of the sound. Short programs that cover one subject are generally easiest to use.

• Look for supplements to the podcasts such as scripts, study guides, visual aids, etc.

• Some podcasts allow interaction by encouraging comments or participation in local or global projects. This interaction greatly increases the educational potential of the podcast.

• Advocacy and commentary podcasts can be used to teach critical thinking skills such as understanding multiple perspectives and the difference between fact and opinion.

Locating quality podcasts can be difficult and time consuming, especially if one uses a search engine. Podzinger, Podcast Directory for Educators, and the Education Podcast Network are all useful in the search for podcasts suitable for the classroom. Also, many educational websites and organizations have their own podcasts. Running searches within these sites may also be more helpful than using search engines(Lamb & Johnson, 2007a).

[edit] Making Podcasts in the Classroom

Making a podcast for the first time can be a steep learning curve. Many steps can be taken to improve the quality of students’ podcasts, maximize the educational benefit, and avoid potential problems. Once again, Lamb and Johnson(2007b) provide useful insight:

• Decide whether an audio project should be made public, or only be available in the school. Advantages of publishing online include potential networking with other schools, as well as the motivation of students to make a good impression. However, teachers should familiarize themselves with the schools’ privacy policy before making the identity of students known publicly.

• Keep a consistent format to the podcast and include an introduction, body, and conclusion.

• Have students evaluate other podcasts and discuss the strengths and weaknesses in the format, content. Use examples to create inspiration for students and point out pitfalls to avoid.

• Consider visual resources to complement the podcast.

• Allow students to work in teams to write a script and budget time for peer editing and feedback.

• Whenever possible, create original works to avoid copyright issues. (Works published under certain creative commons licenses can also be used legally.)

• When preparing to record, discuss what kind of speaking voice to use. Encourage students to create podcast personalities and use interesting voices. Have students avoid using filler words such as “um” and “like” and think carefully about where to insert pauses.

• Record the podcast three times and pick the best version to publish.

• Begin the podcast with a question or phrase that will grab and hold the audience’s attention.

• For longer programs, outline the program in the beginning.

• At the end of the program, give credit for any works used in the podcast.

[edit] Conclusion

It is a common mistake among educational institutions to incorporate a new method or technology simply because it is novel and popular, and then discard the new method or technology later on. These projects are often abandoned when they fail to bring the desired results, when the those responsible for them leave the organization, or when the equipment falls into disrepair and is not fixed or replaced. In order for a school to receive the full benefit that these new mediums have to offer, student creation and publication of material must become part of the school's culture, not simply the creed of a few staff members. Podcasts are ideal for introducing this new paradigm because podcasts are inexpensive to use and create and have the potential to greatly enhance the educational experiences of students. By identifying the goals that one hopes to meet with podcasting, investing the time needed to create a quality curriculum, and providing the commitment to excellence, educators can create a successful podcasting program.

[edit] References

Bongey, S.B., Cizadlo, G, and Kalnbach, L. (2006) “Explorations in course-casting: podcasts in higher education” Campus-Wide Information Systems, vol. 23, No 5, pp 350-367.

Lamb, A. and Johnson, L. (2007) “Podcasting in the school library, part 1: integrating Podcasts and vodcasts into teaching and learning” Teacher Librarian, vol. 34, no. 3, pp. 54-57.

Lamb, A. and Johnson, L. (2007). “Podcasting in the school library, part 2: creating powerful Podcasts with your students” Teacher Librarian, vol. 34. no. 4. pp. 61-64

Seely-Brown, J. September/October 2006 “New Learning Environments for the 21st Century: Exploring the Edge” Change. Available here [December 2,2007]

Shim, J.P. and Shropshire, J. (2007) “Podcasting for e-learning, communication, and delivery“ Industrial Management & Data Systems, vol. 107, no. 4, pp 587-600.

Toddlers Beat the Great Apes at Social Learning September 6, 2007 (Podcast) 60 Second Psych . Scientific American.

Smithsonian Education. (2007), Podcasting with your Students, Smithsonian Center for Education and Museum Studies. Available here. [December 2, 2007].

Tripp, N (2007) [Discussion on the use of podcasting in Bristol Elementary School] (Personal communication, 15 December 2007)

[edit] Notes

1. ↑ RSS feeds

RSS stands for "Really Simple Sindication". According to Wikipedia, this channel is used for media that are often updated. It allows users to stay current on the material without visiting the website.

[edit] Resources

[edit] Podcast Directories

Educational Podcasting Network

Podcasts for Educators, Schools, and Colleges

[edit] School Podcasts

Academy Charter School's Gigapeas in a Gigapod-Includes a wide variety of subjects.

Bristol Elementary School-A podcast created by the third and fourth graders of Bristol Elementary school. Discusses activities done by the class.

College of St. Scholastica-A link to Dr. Cizadlo's podcasts on anatomy and physiology.

Cranbook Composers-Includes musical pieces and interviews all written by students.

Grizzle's Grade 10 Podcast on The Great Gatsby and The Roaring Twenties

Jamestown Elementary School-A podcast created by Jamestown Elementary Students. Covers a wide variety of topics, including the students' explorations in Washington D.C.

[edit] Further Reading on Podcasting

Smithsonian-Discusses the use of podcasting in schools with a focus on Jamestown Elementary School

Exploiting the Educational Potential of Podcasting-Discusses the use of podcasting in schools. This article also covers copyright issues.