I epd using_podcsts_in_the_classroom

USING PODCASTS IN THE CLASSROOM

Gillian Stewart 1
BELB Induction/EPD Team October 2010

"Instead of making kids power down when they enter schools,
why don’t we let them use their mobile computer devices and
ipods to continue their high powered learning."
Ewan McIntosh
One of the UK’s foremost experts in Digital Media for Education
http://edu.blogs.com/edublogs/ewanmcintosh.html
http://www.notosh.com/

A podcast is simply an audio programme that is
usually distributed on the internet and can be
downloaded from a website or a school server and
listened to on a computer or a portable MP3 player. It
can also be a recording created by a teacher to
enhance the learning and teaching process within and
beyond the classroom or a podcast or radio
programme created by pupils. Increasingly the term is
also being applied to video (vodcast) as well as audio
recordings. An example of podcasting is St Mark’s
Primary School in Salisbury England at
http://stmarksschool.wordpress.com/category/podcasti
ng/ where the pupils have produced a series of
podcasts on a wide range of topics such as ‘Water,
Rainforests, Rivers of the World’ and ‘Science
Superstars.’ Making podcasts available on the web in
this way is not only a good way of disseminating the
outcomes of pupils’ work to a wider and authentic
audience but also of promoting collaboration and
communication with that audience.

1. E-Safety

As with any other type of internet use, it is important to safeguard
the interests of the target pupils when using educational
podcasting by taking the following steps. Ensure that:
• all potential podcasts have been vetted for suitable
content
• the podcast(s) are from a reliable source
• podcast channels listed in directories are suitable
• web pages which list podcasts include links to appropriate
content
• the school’s internet use policy covers educational
podcasting

Teachers may also find it helpful to check out the following websites:

Gillian Stewart 2

‘Think U Know’ at www.thinkuknow.co.uk/ for
information for children of all ages (organised
according to age groups) on technologies such as
mobiles, social networking, messanger, chatting on the
internet, blogs etc. with consideration of what is good,
what is not and how to stay safe

‘Be Safe Online’ at www.besafeonline.org/English/
Safer_use_of_services_on_the_internet,htm
for information and advice about potential problems
of life on the Internet and how to behave. The
‘Teachers/Trainers’ area includes a wide range of
resources for download, including videos, posters,
lesson plans and leaflets. Posters can also be
ordered to support presentations in schools.

‘Safeguarding Learners’ at
http://www.nextgenerationlearning.org.uk/safeguarding
for e-safety knowledge and skills for keeping children
and young people safe online

‘E-Safety – Developing Whole School Policies to
Support Effective Practice’ at
http://publications.becta.org.uk/display.cfm?resID=25934
&page=1835 This Becta PDF publication provides
guidance for schools on developing appropriate policies
and procedures to ensure safe use of online
technologies by children & young people in their care

‘BBC Webwise’ at
http://www.bbc.co.uk/webwise/sharing/index.shtml
This guide to online sharing includes advice on how to
subscribe to a podcast.

‘Child Exploitation and Online Protection Centre’
at http://www.ceop.gov.uk/ for advice and tips on
e-safety for children and adults of all ages

Gillian Stewart 3

2. Getting Started

Podcasting can be achieved at a low cost as hardware is sometimes free and software such
as microphones and headphones can often be picked up cheaply.
(i) Tools: It may be useful to have a few additional tools to hand alongside your
computer. These might include:
• Access to audio software such as ‘Audacity’ which is available to download free
from the internet for recording and editing sounds at
http://audacity.sourceforge.net/

• a microphone which will help create a more professional podcast with improved
quality of clarity and sound quality, an iPod or a personal digital recorder (e.g. one
by iAudio). You should check that the option you choose will be able to
automatically create MP3 files of the podcast recording
• Headphones may also be helpful though not always essential
(ii) Planning & Scripting: It may be helpful for your pupils to write a script for their
podcast. This does not always have to be word-for-word but a rough outline or draft
showing that the pupils have thought out and practised the flow of their podcast.
Allowing pupils to carry out practice podcasts not only helps them to hear the quality
of their voice but can self-motivate them to improve and increase their confidence.
(iii) Recording: Aim to have your pupils carry out their podcasts under the best possible
conditions, ideally in a room with no or low echo that is as quiet as possible. If
recording in a new space, then it is recommended that you or your pupils try out the
conditions first to establish the best position for the microphone or recorder to capture
the best sound.
(iv) Editing. The BELB Induction/EPD Team has produced audio/visual tutorials on how
to use ‘Audacity’. These are available to you on a CD disc on request. You may also
search Google or You Tube for further step-by-step instructions. Editing a podcast is
not always essential, but it can be practical and useful for a range of reasons, e.g.:
• adding an introduction and a conclusion
• adding sound effects
• deleting unwanted sounds (e.g. coughs) and pauses
• embellishing by adding a music soundtrack – remember to observe copyright laws
and to avoid simply adding music from a soundtrack that you may have on your
computer or on a CD. There are a number of sources of copyright free material
which are safe to use in podcasts, notably ‘Garageband’ and ‘Podsafe Audio’

www.garageband.com/podcast www.podcastaudio.com

Gillian Stewart 4

(v) Finally, once you and your pupils are happy with your podcasts, you can export them,
burn them on to a CD, play them for the class or post them online.

Teachers may also find it helpful to check out the following webpages:

‘Podcasts for Educators, Schools and Colleges’ at
http://recap.ltd.uk/podcasting/professional/educationalpodcasts.php

The series of short captioned movies on this
web page aim to guide educators on how to
get started with podcasting. They cover all of
the key areas including recording, editing,
compressing and uploading podcasts to the
internet. Each movie is supplemented with
transcripts

‘Apple i-tunes’ site at
http://www.apple.com/itunes/podcasts
for helpful tips on creating and
subscribing to podcasts

‘Teachers’ Podcast’ website at
http://teacherspodcast.org/ This website
contains lots of information, advice and
resources including audio tutorials and help
files on a range of podcasting software
including Audacity

‘BBC Webwise’ at
http://www.bbc.co.uk/webwise/askbr
uce/articles/video/podcast_1.shtml
for good definitions of Vodcasting
and Podcasting and tips and advice
on software

Gillian Stewart 5

3. Providing Alternative Teaching and Learning Approaches

Podcasting has the potential to support and promote a wide range of alternative teaching and
learning approaches across all stages of the curriculum in a wide range of contexts and in
different locations both within and away from school.

Teachers might use podcasting to:
• ensure that curriculum activities take
cognisance of this emerging and
increasingly utilised pupil friendly
technology
• promote personalised and
independent learning which are
important features of the revised
Northern Ireland Curriculum. The
National College for School
Leadership publication, ‘Leading
Personalised Learning in Schools’
(2005) provides a useful summary:

"Personalised learning offers a means of transforming the learning
experience of every child. It will create an education system tailored
to the needs, interests and aptitudes of every single pupil. As such, it
is a challenge for schools, but it is also a real opportunity to make a
positive impact on young people's learning and future."

• create audio material for learning ‘on demand’, anytime/anywhere, e.g. lessons and
instructions for homework and exam revision which pupils and their parents can
access in their own time
• engage and motivate pupils e.g. challenge pupils to progress beyond written work
and PowerPoint to present and submit podcasts which do not entail the same
complexity as digital video
• promote creativity in the classroom, e.g. invite pupils to create a podcast to meet a
real need such as an element of coursework or a survey
• supplement existing text resources and audio methodologies such as CDs to support
the development of oral and aural literacy skills across the curriculum, e.g. getting
pupils to listen to podcasts to help them develop their critical faculties
• provide additional tailored content linked directly to class activities within the context
of the different curriculum areas, e.g. audio explanations by the teacher of key
scientific concepts to complement text book material and support pupils’
comprehension
• create differentiated materials that can be matched to the abilities, needs and
motivation of different pupils, e.g.
audio extension activities for Gifted and Talented pupils
audio support materials for SEN pupils, including sight impaired students, e.g. an
instructional activity for a science experiment recorded by the teacher or
classroom assistant to help break down the learning into more ‘manageable
chunks’

Gillian Stewart 6

• Share:
Experiences of teaching their subject with other teachers
News or media stories related to their area of learning with pupils and colleagues

Pupils might use podcasting to plan, prepare, record
and broadcast their work to a wider audience both within
and beyond school. By producing a podcast for public
consumption, they will often be inspired and motivated to
not only be their most creative but also to use and develop
a wide range of skills including:
• Thought showering
• Team work
• Story boarding
• Script writing
• Rehearsing
• Time keeping
• Drafting and editing
• Accuracy and presentation
• Uploading podcasts to the school intranet/website/internet
• Receiving and responding to feedback from others to their podcasts

Check out the following for further information and suggestions on the use of Podcasts to
enhance the learning and teaching process:
‘Listening to Themselves: Podcasting Takes Lessons Beyond the
Classroom’ at: www.edutopia.org/podcasting-student-broadcasts An interesting
article on the ‘Edutopia’ website which describes podcasting in a primary
classroom
‘Podcasting –‘ A Teacher’s Perspective at:
http://www.teachingideas.co.uk/ict/podcasting.htm
‘Tips for a Successful School Podcast’ - Ideas on what works and what
doesn’t work from the City of Wolverhampton Local Education Authority at
www.wolverhamptonclc.co.uk/2007/03/02/tips-for-a-successful-school-podcast/
This web page also contains links to audio snippets at learning2goblog.org to
illustrate some of the ideas in practice across several curriculum areas including
English and Science
Podcasting at www.ltscotland.org.uk/sharingpractice/p/podcasting/introduction.asp
This section of the Learning and Teaching Scotland website uses podcast
broadcasts to provide information on technical issues such as equipment, setting
up and uploading podcasts to the internet as well as reasons and ideas for using
them across the curriculum and in specific areas of learning such as Modern
Languages.

Remember: Your greatest podcast resources may well be those created
by yourself and your pupils!

Gillian Stewart 7

4. Cross-Curricular Podcasting

Cross curricular use of podcasting may originate from an ICT curriculum
activity or it could be incorporated into different areas of the curriculum
as a genuine Connected Learning project. Working across several
areas of learning, pupils could be invited to emulate real life situations
such as the following to create:

• Podcast Guides not dissimilar to that launched by many cities and tourist attractions
to promote tourism. Once the podcast is transferred onto an MP3 player, all that the
tourist needs to do is to get hold of a map of the city/attraction, get to the starting point
and press the ‘play’ button for commentary. Pupils could create variations on this
theme such as:
A Podcast Guide to their school/local area for new pupils, parents and visitors
A Podcast Guide for a Geography/History field trip
A Podcast Guide for a Science/World Around Us theme e.g. Mini
Beasts/Habitats
A Podcast Treasure Hunt for school fundraising purposes
An Audio Book on a story of their own composition, along the lines of those
available for purchase in bookshops, for use with a younger or peer school
audience and during school journeys
A Variety Radio Show, similar to Podcast radio shows, drawing on input and
ideas from different areas of the curriculum and different classes

Check out the following for further ideas:
‘Podcasts for Educators, Schools and Colleges’ at:
http://recap.ltd.uk/podcasting/schools/index.php This UK directory contains
links to over 300 carefully selected podcasts for learning and teaching use.
The podcasts are from schools across the world including the United
Kingdom and are published in the following channels:
Home podcasts from the age of 5
School podcasts from the age of 5
School podcasts from the age of 11
‘Podcasts in Curriculum Areas, Categorised by Subject’ at:
http://recap.ltd.uk/podcasting/subjects.php Subjects covered include English
and Drama, Maths and Science, ICT and Technology, Business Education,
Modern and Traditional Languages, History, Geography, Music, PE, RE,
PSHE and Citizenship
‘Learn Out Loud’ at http://www.learnoutloud.com/Home for a wide range of
podcasts for History, Languages, Literature, Politics, Religion & Science etc
‘American Education Podcast Network’ at:
http://epnweb.org/index.php?openpod=16#16 This site contains a
categorised directory of hundreds of school-produced and educationally
relevant podcasts on areas including Computer Technology Skills, Dance
Education, English, Healthy Living, Languages, Mathematics, Theatre and
Visual Arts
‘USA Mills Murfee Podcasts’ at:
http://feeds.feedburner.com/MillsMurfeePodcasts This American site
contains examples of classroom podcasts which have received a large
amount of national and international feedback

Gillian Stewart 8

5. Podcasting Ideas for Subject/sAreas of Learning

English

Pupils might use podcasting to:
• engage in digital story telling
• practise reading with expression
• record their favourite excerpt(s) from a book or their favourite
poem for the use of other pupils in literacy lessons
• create podcast book reviews for comment and play back to the
class - this may encourage quieter pupils who don’t normally
like to talk in class
• review a book they’ve been reading in an informal group discussion
• read a play out loud with sound effects (e.g. door closing, footsteps, thunder and
lightning, rain etc)
• conduct interviews, e.g. a television reporter interviewing a famous person, or do
news reports with breaking news
• do a daily/weekly commentary on school activities or news
• give speeches on topics
• engage in debates

Check out the following:
Just Vocabulary Podcast at http://www.justvocabulary.com/podcast/. This daily
(Monday-Friday) 2-3 minute podcast introduces new and interesting words to
anyone who wishes to improve their English Vocabulary
Podcast on Shakespeare’s Tempest by Year 9 pupils at Parkfield High School
in England at www.learning2goblog.org/2007/02/01/ks3-english-sat-2007-the-
tempest-key-scene-revision-podcast-parkfield-high/ The podcast gives an outline
and details of the plot, characters and themes of the play and a detailed analysis
of Act 1, Scene 2, lines 189 - 321.
Podkids Australia at http://podkids.com.au
Episode 24: Listen to how a group of primary school pupils from Perth interview
characters from the novel ‘Charlie and the Chocolate Factory’ by Roald Dahl.
English Language, Arts and Technology Podcasting Project at
www.teachersnetwork.org/grantWinners/PowerToLearn_LisaParisiChristineSouth
ard.htm Find out how a class of primary pupils have been motivated to work in
reading groups to produce a podcast and web page to showcase the outcomes of
their work on assigned novels
Breakfast Show Podcast at http://www.tes.co.uk/article.aspx?storycode=6036837
This unit has all the lesson plans and resources which students need to produce a
Breakfast Show Podcast. It is geared towards the AQA GCSE Media Studies
Section B Practical Production, but can be adapted and used for a Key Stage 3
English podcasting project.
Old Time Radio Broadcast at http://tinyurl.com/daz6mu
Find out how another teacher exploited podcasting to teach imagery, mood and
expression by getting pupils to use narration, self-made sound effects and music
to create mood in their broadcast

Gillian Stewart 9

Drama
Pupils might collaborate to create podcasts of:
• a classroom skit
• role-plays
• existing scripts with each pupil performing the role of a different
character and adjusting the quality of their voice to capture the
emotion of the characters
• adaptations of a script from a play or a book they have read.
When adapting the script, pupils should be guided to make adjustments so that all of
the action can be conveyed through the audio performance e.g. they could add a
narrator and sound effects that convey the setting
‘Teaching Heart’ website at http://www.teachingheart.net/readerstheater.htm for
a wide collection of theatre scripts, including script adaptations of some well
known fairy tales and children’s stories such as ‘The Very Hungry Caterpillar’,
‘Goldilocks and the Three Bears’, ‘he Three Little Pigs’
‘The Podcast’s the Thing to Revive Radio Drama’ at
www.guardian.co.uk/stage/theatreblog/2007/apr/24/thepodcaststhethingtorevi
This interesting article highlights how the Department for Education and Skills has
provided free downloads of Shakespeare podcasts for schools with the aim of
helping those without easy access to professional productions to engage with
performance.’ The article adds that the podcasts are not intended to be a
‘substitute for live shows, but will be a welcome complement to slogging through
the texts.’
‘Enjoying Shakespeare’ : Listen to podcasts of Romeo and Juliet recorded at
the Globe Theatre on the DfES website at
http://nationalstrategies.standards.dcsf.gov.uk/node/173793?uc = force_uj

Geography

• Use audio podcasts on cities such as those on the Guardian
website at: www.guardian.co.uk/travel/audio Invite pupils to
listen to the audio recordings and:
give their impressions of the city e.g. by jotting down
ideas as they listen and comparing their notes in pairs
or groups;
compare and contrast the target city with their own
city/area;
compare any personal experiences of the city with that of the presenter.
• Invite pupils individually, in pairs or in groups to create a short 3-5 minute podcast
about their own city/town/area/school using their mobile phones to take photographs
or video footage and a tool such as ‘Audacity’ to record the voiceover/conduct
interviews and edit the podcast. (Photos/video footage can be transferred to a PC
from most mobile phones using a USB cable connection). Window ‘Move Maker’
could also be used to add photos and titles to the podcast.
• Use mobile phones (i-phones etc) or a portable recorder to note observations during
field trips
• Submit a podcast to the worldwide geography quiz show ‘Where in the World’ at
http://www.intelligenic.com/where/.

Gillian Stewart 10

‘Enhancing Learning and Teaching of Geography with ICT’ at
http://www.slideshare.net/RCha/enhancing-teaching-and-learning-in-geography-
using-ict. This excellent PowerPoint contains a wealth of information and ideas
on how to use new technologies such as podcasting, VLEs, Blogs and Wikis, to
enhance the teaching of Geography
‘igeog’ at http://igeog.wordpress.com/ for an extensive directory of weblinks,
resources, information and downloads on online technologies

History
Invite pupils to:
• Create a series of audio walks around local historic locations
linked to their key stage history studies, e.g. Carrickfergus
Castle, Dunluce Castle, the Somme Heritage Centre, Slemish
Mountain etc
• Create their own podcasts of key moments/days in history e.g.
9 September 2001: Al Queda air attacks on the Twin Towers
in New York
‘9 November 1989: ‘The Fall of the Berlin Wall’
22 November 1963: the Assassination of President JFK
‘9 August 1945: ‘Detonation of the first Atomic Bomb on
Hiroshima’
‘8 May 1945: The End of World War 11’
3 September 1939: Outbreak of WW2’
’26 January 1926: First Demonstration by Loggie Baird of Television’
’15 April 1912: Sinking of the Titanic’
12 December 1901; Marconi’s first successful transatlantic radio telegraph
message from Ireland to Newfoundland
‘15 November 1985: Signing of the Anglo-Irish Agreement’
‘1066: The Battle of Hastings - the Last Invasion of Britain’

‘History Podcast Page’ at http://sites.google.com/site/historicalpodcasts/home for
A-Z links to a wide range of History Podcasts on the internet, most of which are
available in Mp3 format and are available to download free on to an ipod or
computer. Topics covered include British History, American History, the German
War Machine, Adolf Hitler, Napoleon and Great Moments in History such as the
Battle of Hastings and the Defeat of the Spanish Armada. A great site for pupils
and teachers who are looking to learn while being entertained.
‘BBC History Magazine’s Podcasts’ at www.bbchistorymagazine.com/podcast-page
The magazine has a new podcast every month, featuring interviews with notable
historians on themes ranging from the Crusades to the D-Day landings. The
podcasts are free to listen to and all previous podcasts, going back to June 2007,
are still available online for teachers to download.
Great Speeches in History at
http://www.learnoutloud.com/Catalog/History/Speeches/Great-Speeches-in-
History-Podcast/21306 This site presents a new speech in audio format each
week devoted to the great thinkers, statesman and other public orators who that
have graced us throughout history with their words. Some of the speeches are
original and some are narrated renditions. Selective use of this podcast could
really enhance a history course.
Gillian Stewart 11

Mathematics

Teachers of Mathematics might:
• Post a monthly puzzler or a brain teaser as an audio
recording and invite pupils to listen carefully to the words
and vocabulary used to figure it out
• Broadcast monthly updates to parents, pupils and subject
colleagues on the types of Maths lessons and activities they
will be focusing on
• Broadcast homework and major assignment reminders
• Find, listen to and share Mats podcasts with pupils
Pupils of Mathematics might be encouraged to:
• Share their own Maths stories and problems
• Create and share their own Maths riddles
• Create a podcast with fellow students on Maths related subjects. They could act as
researchers and reporters who broadcast the stories. Pupils who do not have video
or multimedia capability could create their Maths puzzles, problems, and diagrams in
PowerPoint then provide audio narration to go with it in the podcast
Check out the following for further ideas:
‘The Maths Podcast’ at http://www.podbean.com/podcast-detail?pid=18637 This
presents a weekly Maths puzzle for conversation
Maths Train at www.mathtrain.tv/ This site contains Maths podcasts created by
lower secondary level pupils in America

Modern Languages

Teachers of Modern Languages might:
• create their own podcasts to:
record a template for the pronunciation of
vocabulary
provide feedback to their pupils
• use podcasts downloaded from the Internet as a
stimulus for lesson planning, e.g. a podcast about the
Spanish diet, tapas and siestas might be a good
introduction to teaching vocabulary related to the
topics of ‘Eating Out in Spain’ or ‘Going to the Supermarket’ in Spain
Pupils of Modern Languages might:
• listen to podcast audio diaries from peers in another country to get an insight into their
daily lifestyle and culture
• prepare bilingual podcasts for sending to pupils in partner schools on a range of
themes e.g. personalia, an introduction to the school and its town/area
• practise and develop their oral and aural skills in the second language, e.g. Audacity
includes functionality to slow down the recording which some pupils may find helpful
when listening to speech and dialogue in the second language
• prepare for their oral examinations
• record role plays
• record scenarios/mini plays/debates in the target language
• record songs on particular themes in the second language for use with other classes
to support the acquisition of core vocabulary

Gillian Stewart 12

Check out:
Amanda Salt’s Languages and Learning Blogspot at
http://amandasalt.blogspot.com/ Amanda is head of Spanish at Grosvenor
Grammar School in Belfast and uses her blog to share ideas and resources,
including vodcasts of her pupils, on the creative use of technology in the teaching
of Modern Languages. Have a look too at the wiki she has created for her pupils
at http://spanishingrosvenor.wikispaces.com which also contains audio files, loads
of pupil work and a list of useful websites
El Blog de Espanol de Aquinas Have a look at how Seana Maguire, teacher of
Modern Languages at Aquinas Grammar School in Belfast, has incorporated
podocasts into the Spanish blog she has created for her pupils
French Podcasts on Scotland’s Learning and Teaching website at
http://www.ltscotland.org.uk/mfle/resources/frenchlisteningexercises/index.asp The ten
listening exercises can be used in Key Stage 3/4 French and are accompanied by
transcripts and activities
Modern Foreign Language Podcasts for French, German, Italian, Spanish and
Chinese at http://www.ltscotland.org.uk/nq/resources/mfl.asp
Languages ICT: ipods and podcasting Helpful information at www.languages-
ict.org.uk/news/ict_news_archive/nov06/ipod.htm
Integrating ICT into the MFL Classroom at
http://joedale.typepad.com/integrating_ict_into_the_/2006/05/tes_ict_blog_no_6.html
Practical tips and advice on podcasting from Joe Dale, who hosts the TES MFL
forum, works with CILT, Links into Languages, the British Council and the BBC
Tobermory High School’s French Language Podcasts at
http://lynnehorn.edublogs.org/2008/02/06/s1-sing-about-hobbies-new-podcast-
episode/ and http://tobermoryhighschool.podomatic.com/ to hear audio activities
for and by pupils on a range of themes including regular verbs and ‘le cinema.’
Learn out Loud at http://www.learnoutloud.com/Catalog/Languages for dozens of
vodcasts and podcasts for French, German, Italian, Spanish and many other
languages
Absolutely Intercultural at http://www.absolutely-intercultural.com/, which
releases a new podcast every second Friday evening on a wide range of
intercultural issues such as students on foreign work placements and teachers
using intercultural podcasts and simulations in their classrooms.

Music
Use podcasting to:
• teach pupils about sound and vibrations by asking them to
record the noises that different objects make, strumming a
guitar, tapping on desks
• record multiple tracks for a video. Pupils could begin by
using the online mixer at www.blobprod.com to mix their
sounds, using the soundbank provided. They could record
this in Audacity, then record their own voices reading a
story they’ve written. Using the editing tools in Audacity,
pupils could then put the two parts together
• create a montage of music from a particular period or of a particular composer, or on
a particular theme drawing on music from a range of composers or artists. This could
also be done by using Audacity to clip the desired excerpts and splicing them
together

Gillian Stewart 13

• rip audio without breaking copyright. You can use Audacity to clip songs,
vocal/instrumental solos and band/orchestral selections by up to 10% or 30 seconds
and share them with your classes. This is achievable as the software allows you to
record an excerpt in real time, clip it and export it as an.mp3 file.
• create instrumental assessments. Pupils can create their own assessments in
Audacity by recording themselves, converting the recording to mp3 and sending it to
their music tutor!
• blot out unwanted sound or vocabulary from a ripped CD that a pupil may wish to
share by inserting a ‘bleep’ of silence at exactly the right spot!

Check out:
Internet Research and Podcasting at Teachers’ TV
http://www.teachers.tv/videos/3207 In this episode, a music teacher
demonstrates how he uses podcasting to create a revision resource that his pupils
can access at home. This programme also features an indispensable range of
teachers’ top ICT tips.
Teaching Music Theory through Podcasts at
http://www.podbean.com/podcast-detail?pid=24011
Tips on teaching Music Theory to students using the Theory Time® workbooks
and podcasts on a range of themes including major scale patterns, major key
signatures, four part harmonic analysis, figured bass and V7 resolution.

Science

Use podcasting with pupils to:
• discuss a Science experiment
• teach concepts related to sound
• measure the speed of sound and examine the properties of
soundwaves
• interview people who use science in their jobs
• encourage pupils to talk about biology and nutrition using
observation of their pets
• note observations during urban science walks or trips (e.g. to
W5 at Belfast Odyssey) or create their own nature podcast by
recording birdsong, running water, the wind blowing through
the trees etc by using their mobiles, i-phones, portable
equipment.

Science Podcast on Acids & Alkalis and the Reactivity Series of Metals at
www.learning2goblog.org/2007/02/26/ks3-science-sats-revision-podcast-acids-
alkalis-and-the-reactivity-series/ This podcast was created by Year 7 students
from Heath Park Business and Enterprise College to help them with their revision
of the topics
The Naked Scientists at http://www.thenakedscientists.com/ This site contains a
whole range of podcasts on themes including ‘What do worms do in the rain?’
‘Can You Steer A Hurricane?’ ‘Why does water expand when it freezes?’ ‘Can you
run faster on the moon?’

Gillian Stewart 14

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