Podcasting in education


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Podcasting in education

  2. 2. Podcasting in the Classroom Citations Podcasting Podcasting in the for learning Use of classroom audio podcasts in K-12
  3. 3. PODCASTING FOR LEARNING PART 1  A person can podcast anywhere and anytime and can watch their podcast either on their computer or on their MP3 player.  Many people are podcasting anywhere from news anchors to college professors to amateurs.  Teacher-librarians have begun to record library orientations, tutorials on accessing information, using digital resources, and properly writing citations through podcasting.  Podcasting in the classroom helps those who are auditory listeners and also those who struggle with reading.  Podcasting engages students and also makes their work available to people outside of their classroom.  Allows for students to get creative and have a play, a newscast, and also to get comfortable performing in front of an audience.
  4. 4. PODCASTING FOR LEARNING PART 2  All you really need to podcast is a microphone, a computer, and a sound recording program.  Audacity and Apple’s GarageBand 3 are a few software programs that help make podcasting quick and simple.  Once you have all of the gadgets and the program that you need then it is just the simple matter of recording voices, add music and sound effects, and then finally export your creation in MP3 format and post it to a website.  As a student always make sure that when you are creating a podcast that you do not give out any personal information because anyone can access what you export.
  5. 5. MY THOUGHTS  It could be very helpful for students who are visual learners more than auditory because the teacher can actually show there students what they are doing instead of just lecturing and giving notes.  It could also be helpful for college students who have very busy lives and may not have time to go to a lecture and if the professor podcasts the lecture than that student can watch the lecture anywhere and anytime that is suitable for them.  It allows for high school students who are interested in directing or acting to start practicing the chosen careers.  There are many different types of technology that students can use to create a podcast.
  6. 6. USE OF AUDIO PODCAST IN K-12 AND HIGHER EDUCATION PART 1  Podcasting has increased greatly in tourism, entertainment, library research, and education.  Auditory podcasting in the more commonly found being used in the classroom.  Podcasting appeared in July 2003 with the first Really Simple Syndication (RSS) and by 2005 almost 10,000 different podcasts were available ranging in topics.  Clark Walsh, a psychologist, states “listening is instinctual, [but] reading and writing are not.”  Durbridge in 1984, stressed the advantages of auditory learning, claims that the spoken word can influence a learners motivation.  The student can also access their information at any time and any place that they wish and as many times as they would like.
  7. 7. USE OF AUDIO PODCAST IN K-12 AND HIGHER EDUCATION PART 2 Podcasting Taxonomy of current practices of Creating podcast in K- own 12 and materials Using higher existing education resources (adapted from Teacher Student Rossell- created created Aguilar 2007) Student Lecture Supplementary projects podcast podcast
  8. 8. USE OF AUDIO PODCAST IN K-12 AND HIGHER EDUCATION PART 3  Lecture podcast are audio recordings of lectures, such as an hour long lecture on molecular science.  Supplementary podcasts are audio recordings that actually aid in a students learning and provide support in learning key learning materials, such as assignments tips, hints, and post assignment feedbacks.  Podcasting has been used in five different types of study: engineering and sciences, computing and information technology, language, business and law, and education.  Although podcasting can be handy it also has its drawbacks, such as: lack of time for the teachers to prepare the podcasts, technical problems in accessing and downloading the podcasts.  Other barriers include: unfamiliarity with podcasting and not understanding the correlation of its learning.
  9. 9. MY THOUGHTS  There are very many people that use podcasting from teachers to people who are just wanting to see what it is.  Podcasting is being used more frequently in and out of the classroom.  Students can access their lectures, notes, and other information anytime and anywhere.  Many teachers use podcasting in many different fields of study.  Although, podcasting can be very helpful is also has many drawbacks ranging from not knowing how to use a podcast to having trouble downloading it.
  10. 10. PODCASTING IN THE CLASSROOM PART 1  Apple defines podcasts as audio or video files that are automatically delivered over a network and then played back on any Mac,PC or iPod.  “According to Podcasting News, although podcasting has only been around officially for a couple of years, it is one of the fastest growing technologies of all time, with an increase of about 15 percent each month.”  Over 60% of people listen to their podcasts on their computers, even thought technically it is not a podcast till it is downloaded onto a phone or audio device.  Podcasts allow students to go beyond the traditional homework assignment, they can do voice recordings, photos, movies, and add sound effects to their projects.
  11. 11. PODCASTING IN THE CLASSROOM PART 2  New York Times states that a school in La Crosse, Wisconsin allowed students to produce podcasts of a meal worms metamorphosis, claiming that by using podcasts it actually helped the students remember the information and made studying easier.  Teachers are now allowing their students to use their phones in the classroom so that they can watch and create podcasts for learning.  Apple says that, "When students create a podcast for class, they not only learn the content in a creative way, they learn 21st century communication skills at the same time.”  Wesley Fryer, the author of Moving at the Speed of Creativity, says that podcasts can be educational for students and valuable for teaching a variety of 21st century skills, and that they are just plain fun to create.
  12. 12. MY THOUGHTS  A student can use a podcast on his or her computer, phone, ipod, or mp3 player.  More people listen to podcasts on his or her computer than on a phone, ipod, or mp3 player.  How will a teacher know if his or her students are being productive or using the cell phones for personal reasons?  Not only can podcasts be helpful to teachers, but also to students so that they can learn in different ways, other than the traditonal way with a paper and pencil.  Podcasts help students memorize and retain more information than by being lectured.  Not only is podcasting educational, but it is also fun.
  13. 13. REFERENCES (2008). Podcasting in the Classroom. Techniques: Connecting Education & Careers, 7-8. Retrieved from Academic Search Premier database. Brooks-Kirkland, A. (2006). Podcasting for Learning. School Libraries in Canada , 44-48. Retrieved from Academic Search Premier database. Hew, K. (2009). Use of audio podcast in K-12 and higher education: a review of research topics and methodologies. Educational Technology Research & Development, 333-357.