Podcasting - Who Knew It Was Sooooo Easy!

My exploratory readings have taken the mystery out of podcasting.  While the phenomenon is in no way new, I am surprised – after realizing how easy it is – that it receives little to no use in my own school.  The term podcast is a hybrid of the words iPod and broadcast.  Podcasting grew out of blogging. It is an audio - or in the case of an enhanced podcast or a vodcast is an audio-visual - recordings. Podcasting is often serial in nature. Users may subscribe and (thanks for RSS 2.0 feeds and podcatchers) have podcast automatically downloaded to computers or other devices. One of the most used sites for podcasts is iTunes.

As a production vehicle, podcasting is highly democratizing. It requires minimal hardware, software options include free programs or those inexpensively purchased online, and the process requires the merest tech savvy. Podcasts may be recorded on devices such as computers and cell phones.  While microphones include a variety of options such as noise cancellation and intelligent speech, inexpensive offerings abound. According to Kristen Fontichiaro’s article, Podcasting 101, PC users can procure microphone/headphone combos for under $10, while the investment for Mac users may be closer to $40. A quick search on Amazon validated Fontichiaro’s claim and returned a Logitech model on sale for $1.35*.  While multiple articles recommended Gabcast (which allowed users to phone in podcasts and eliminate the need for ANY equipment), an attempt to further research this option revealed the Gabcast site no longer exists. A similar site, Podlinez allows users to listen to offerings for free and record for a monthly subscription fee. Software options for recording podcasts include Camtasia, Audacity (a free download), and Garage Band for Mac. For those using Audacity’s intuitive interface, editing, multi-tracking, and adding background music or sound effects requires very little expertise. 

The real beauty of podcasting lies in the accessibility of recording once produced. Podcasts may be accessed via virtually any personal audio device. “Podcasts aren’t restricted to iPods since they can be uploaded to a web space, linked on a blog, burned to a CD, share with parents and staff via email, downloaded to an mp3 player, or fed automatically into podcast-retrieving software like iTunes.”  (Podcasting 101, Fontichiaro)

Applications in the educational setting are endless. Podcasts double as both production and distribution tools and provide both instructional and evaluative applications. Teachers can use podcasts to record content for absent students, mini-lectures to expand on topics for which class time is limited, and provide differentiated instruction for students in need of scaffolding. Foreign language teachers can produce tutorials. For Flipped Classrooms, teachers can podcast lectures, demonstrations, and background information in preparation for deeper classroom discussions or student projects. Teachers can motivate struggling students with messages recorded and emailed to parents.

Libraries can provide story time podcasts, promote circulation with easily produced book talks, and provide technical support to staff and students with “TechHelpCasts”. For example, Cobb County School District’s server includes a U-drive accessible for all students and teachers. However, the newly established security measures in place to protect teacher documents and the privacy of student work makes utilization of the U-drive by students less than intuitive.  Tutorial podcasts on the LMC webpage for this and other topics such as printing or CVL access and effective search strategies would both assist users and free media staff from repetitive assistance in these tasks. Special focus exhibits such as Banned Books, Hispanic Heritage, Women’s History, and Black History Months can be augmented with podcasts providing deeper background and generating more interest.

Student use of podcasting inspires and motivates students, develops research, writing, and speaking skills, activates higher level thinking, builds confidence, excites creativity, provides an alternative method of presentation, and increases authenticity. Student applications include news broadcasts, book reviews, audio plays, interviews, and debates to name but a few. Students can demonstrate, solidify, and share their learning by creating vodcasts of science experiments, “broadcasts from the past” / “you were there” history features, or demonstrations solving math equations and word problems.  Elementary school creative writing students can produce individual CDs of their stories and high school poetry students can create an audio book of their collected works.

It is important to note safety and legal considerations of podcasting. Students should use only their first names or pseudonyms and avoid personal identifiers such as team affiliations. Student permission slips should be obtained.  As with any use of copyrighted materials, permissions should be sought.  Consult the legal department for your school system before commencing podcasts that include copyrighted materials or students recordings.  Finally, be aware that the podcast ethos can become quickly integrated into your school culture. Consider carefully the time commitment before establishing the expectation.

On a personal note, I am a faithful listener of NPR and fan of the **StoryCorps oral history project. The StoryCorps project is a function of the Library of Congress.  Since the establishment of a permanent recording satellite in Atlanta for the program, I have encouraged students to participate. I have often contemplated the idea of creating our own StoryCorps at Floyd tied to the social studies standards with topics such as 6^th grade Hispanic culture, 7^th grade U.S. involvement in Southwest Asian Wars and September 11^th, and 8^th grade with the Civil Rights Movement and juvenile justice system.  I am ashamed of how intimidated by technology I was before beginning this degree program. With what I’ve learned I now know such a project for Floyd is easily realized. I plan to start this year.

*Logitech Labtec Desktop Microphone 600   Retrieved September 15, 2012. http://www.amazon.com/Logitech-Labtec-Desktop-Microphone-600/dp/B000O7K4LO/ref=sr_1_1?s=pc&ie=UTF8&qid=1347746340&sr=1-1&keywords=computer+microphone

**StoryCorps, oral history project. Retrieved September 16, 2012.  http://storycorps.org/ 

Podcasting and Classrooms: A Great Partnership!

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My Experience

My first experience with podcasts was when I got my first iPod. I noticed that I could subscribe to these things called “podcasts” and so I thought I would try it out. The problem was that I never remembered to go back and listen to them. They would pile up in my library, but I would forget they were there. I preparation for my Blog, I went back and looking through my podcast subscriptions. My favorite is The Gilmore Girls podcast that I found, which was recorded after episode of this popular show. I enjoyed going back and listening to the discussions. Until I started these courses at UWG, I never actually thought about using podcasts in the classroom. However, the ideas I have researched are really great for engaging students in the learning environment and creating a product that is rich in reflection.

What Is a Podcast?

The simplest definition I found is that a podcast is series of audio files distributed over the Internet by syndication, usually in the MP3 format. These files are available for download on a computer or other technology devices.

How to Get Started
I think that most teachers would love to create lessons that use podcasting; however, there is a fear of the unknown mixed with a perceived lack of resources. What do teachers need for podcasting? This article I found outlines what equipment is needed in a clear and concise way. By showing teachers how easy it is to use this equipment, they can feel more at ease. There are also some great You Tube videos that discuss using podcasts in a classroom setting. One specific video is a great tutorial to show teachers who are think they can't incorporate this technology into their lessons. Also, the website Podcasting 101 shows how to use podcasting in just five easy steps.

Ideas for Classroom Use

Once you start researching ways to use podcasting in the classroom, you will realize that the sky is truly the limit. A few really neat ideas that I found were using podcasts to leave plans for a substitute. I know that when I was in the classroom, I hated having to write out sub plans. Think about being able to record your own voice and adding a quick video to make the sub feel really comfortable with your plans, your classroom, and your students. I know that would have made me feel much better about being away from my classes. Also, podcasts can be used to update students who are absent. You can upload a podcast to a website so that student can have access to their missed lessons 24/7. 

Another great idea for using podcasts is virtual field trips. I often remember trying to explain Stratford-Upon-Avon to my students when we discussed Shakespeare. I would bring in pictures of my trip, but having them watch a podcast prior to the class would be a great foundational assignment for the lesson. With so many video resources available, a teacher could produce an engaging podcast for students to view and the student could almost feel like they really visited the distant location themselves. 

Most of the ideas above are centered around the teacher creating the podcast, but the students can be the ones to produce them, as well. Here are some ideas:

• Interviews: Students can talk to people who use science in their jobs.
• History: ”This day in science history.”
• Podcast drama: A recorded version of a classroom skit.
• Pet podcast: Give kids a chance to talk about biology and nutrition using observations of their pets
• Outdoor observations: Use cell phones or a portable recorder to note observations during urban science walks.

A website that offers some really creative examples such as Book Talks and Art Critiques makes podcasting sound easy...and it is!

Why Use Podcasting?

Students are so comfortable using technology and having them create podcasts would allow them to show off their technology skills. When students feel successful, classroom engagment increases. Teachers from many different grade levels have commented that there is a rise in attendance when using podcasts in their classroom. By just listening to the examples from Radio Willoweb, you can see that students can create some outstanding products with this technology. Follow this link to hear more about podcasting in the classroom and why teachers should use them.

Podcasting Examples
While not all of the following are specifically for classroom use, they are some good examples of podcasts available on the web. I personally subscribe to Grammar Girl myself!

·     The Naked Scientists

·     Grammar Girl’s Quick and Dirty Tips for Better Writing

·     Point of Inquiry

·     PopSci Podcasts from Popular Science

·     Science Friday from NPR

·     Skepticality

·     Spitzer Space Telescope Podcast

·     Universe Today

Media Specialist Role

What is the role of a media specialist when it comes to podcasting? What can we do with podcasts? Again... the sky is the limit. A great website on what we can do to support the use of podcasting in classrooms, as well as how we can use podcasts in our media centers is Rise of the Pod People. This website looks to like class wiki like we have for our UWG courses, but the creator certainly has taken some time to gather an extensive amount of information on the topic. 

Final Thoughts

I am meeting with a group on Monday afternoon at my school to talk about how we can increase the use of technology throughout the school. We were tasked with bringing one form of technology to discuss at the meeting. We were told to bring the technology that we want to "teach" to the faculty. I plan on taking the concept of using Weeblys in the classroom, but I want to “teach” Weeblys using podcasts! I think that having podcasts available to teachers to listen to and watch at their own leisure would increase the use of podcasts in our school, which would hopefully increase the level of student engagement overall! I will report back later on the results! 

Welcome

Team 3, MEDT 7477, Fall 2012: Based on the student numbers and schedules, do your original blog posts here.
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