Podcasting is a generic name for a method of distributing audio and other multimedia files over the Internet for playback on mobile devices and personal computers. Although this type of content has long been available on Web pages, a podcast is usually defined by its ability to be automatically downloaded to a user’s computer by subscription. That electronic file can then be easily transferred to an iPod or other portable audio player and listened to at any time.
Podcasting is the future of teaching. As technology progresses it is the educators responsibility to adapt the lessons accordingly. If the teacher is willing to do this, the students would be more willing to learn.
In the fall of 2005 Jeff Curto opened the door of his “History of Photography” classroom and found that there were hundreds of students on the other side. The classroom though could only seat about 25. The room was not crowded at all.
His Students ranged greatly in age along with race and ethnicity
His class was being viewed by hundreds of people via podcasting.
He would record his classes and then upload them as podcasts and his students were able to see and hear everything, as if they were in the classroom
Through podcasting, he has opened the door of his classroom to the rest of the world and started a class discussion that is not constrained by the classroom walls or by the cultural, educational, and personal backgrounds of his physical students.
To produce the podcasts, he uses ProfCast . The software records his voice through his laptop, takes his Apple Keynote or PowerPoint slides and synchronizes them with the audio as he speaks, and advances the slides. In the end, ProfCast creates an audio file that has embedded images of each of his lecture slides. This file can be listened to and viewed by using iTunes or QuickTime Player (on either a Windows or Mac computer), or on a student’s iPod.
It takes him around 30 minutes to load each lecture
This article gives a great example of why podcasting should be used. It opens up for classroom to million of possibilities. Jeff Curto shows a lot of enthusiasm in his article and explains everything very well.
This article talks about how to make a podcast into a true academic podcast.
Content-wise, podcasting is a lot like speechwriting. Educators must train students to know their audience, pick a theme, research talking points, and practice. Organization is key too. Like speeches, podcasts require a beginning, middle, and conclusion.
"You can't just plop kids down in front of a microphone and say, 'Okay, now it's time to talk about this' or 'Read this,'" says Warlick, who runs the Education Podcast Network, a database of education-related podcasts. "When you spend time up front preparing them for what the podcast is all about, the better your podcast ultimately will be."
This website lets schools know that there is funding out there for podcasting.
For schools looking to explore the frontiers of podcasting, Olympus and education software developer Tool Factory have launched a new grant program specifically for teachers. The program supplies mixing and recording hardware and software valued at $3,000.
Over the course of the year, 10 winners will be chosen in the grant competition. Awards are based on how podcasting will be implemented in the classroom, including creativity, relevance to curriculum, and student involvement. (See below for a link to the online application.)
Included in the prize are the following:
A site license of Tool Factory Podcasting software;
Three Olympus Digital Voice Recorders
Three headsets and mics;
A site license of Clip Art Station;
A site license of Worksheet Station;
A site license of Web Page Station; and
Tool Factory's Simple Guide to Podcasting (book and CD combo).
In conclusion, I feel that podcasting is a great way for a teacher to connect with their students. I feel that in order for some students to learn, teachers need to update their lesson plans and adapt and learn with their students. A great place to star would be podcasting!