Grace's+Podcasting+Wiki

** OVERVIEW ** - ** Definition ** Podcasting is a blend of two terms: iPod and broadcasting ([|Campbell], 2005). That the term was derived from the Apple portable media player can be a little misleading. In actuality, podcasts can be played on any brand of portable player, mobile phone, laptop or desktop computer. Podcasts are internet programs which are recorded then transmitted or delivered to listeners on demand. Podcasts can be created on a variety of subjects ([|Ovadiah], p.7). They can contain voices, music, sound effects and sometimes, video ([|Podcasting], 2009)  - ** How Podcasting Works ** There was a time when podcasting required extensive internet knowledge and skills. These days, even though one still needs to be familiar with the use of a computer and some software it is no longer a complicated endeavor. However, the equipment for setting up a production of podcasts is minimal and not necessarily pricey. The podcaster will need a microphone and or a camera (stand alone or built into the computer). The podcaster will also need recording software (preloaded on the computer from the factory or else added on – such as the free software Audacity). In order to up load the podcasts to the internet, the podcaster will need to register with a web space provider such as [|Archive.org] or [|PodBean.com].  Once the podcast is uploaded to the Internet, consumers can either view it or listen to it immediately as streaming media, download it to their computers or mobile devices to listen to or watch at their own convenience. ** EDUCATIONAL USES OF PODCASTING ** According to [|Shumack and Gilchrist] (2009), researchers have defined the 4 Ps of podcasting in education as place, pace, peace, and process. Place: students listen to the podcast in a place of their own choosing. They can study or listen to the lesson or lecture at their own pace. Peace refers to the students’ ability to choose to listen to or watch podcasts during the peaceful or quiet times of their day. Lastly, since podcasts offer different learning formats, students can choose which learning process is best suited for them. Podcasts can be used in many ways in the classroom. The video series [|Podcasting in the Classroom] (2009) demonstrates the many uses of podcasting in education: The teacher can record her lectures which her students can then download and listen to at a later time (thus “time shifting” the lecture). Teachers can use podcasts as a way to include additional material to their lessons so that struggling students can have more resources to help them keep up with their peers. These resources can be presented in the form of teacher-created material or else it can be presented as links to other online resources. Teacher can easily find more material by searching on podcast directories such as podcasts.net, iTunes, or NPR. Podcasts offer a way for teachers to differentiate instruction for students who have disabilities by giving them the opportunity to vary the pace of the lecture or lesson and thus understand the concepts being addressed more easily. Teachers can also use podcasts as a means to vary their student assignments. Students can be assigned work which can be uploaded and shared among all class members. [|Park and Harris] (2008) have determined that podcasting has provided an environment where there is continuous interaction between the instructor and his students. Where at the beginning of podcasting, the flow of information was one way – that is from instructor to students, now it is “a means of communication and dialogue between teachers and students”. They also determined that universities have found podcasting to be a useful recruiting medium for potential students. ** HOW PODCASTING ENHANCES LEARNING ** Podcasting changes the affect of students toward their learning. A student is able to learn while engaged in other pleasurable activities such as skating or riding a bike. The fact that students can replay a lesson or lecture or watch a podcast as many times as they want, leads to better comprehension and retention of the material. [|Campbell] (2005) describes a hypothetical scenario where a student listening to one of her study group mates read a line from Descartes’ Discourse on Method suddenly understands a tricky line “…a sentence that had never been quite clear to her. Hearing a classmate read it aloud with emphasis, feeling, and comprehension makes a huge difference.” Podcasting may increase student motivation in that they are given the liberty to be creative in their assignments. This can translate into a fun activity for them. On Radio Cambridge (Cambridge Elementary School, San Antonio TX) one can hear the excitement and pride in the voices of Mrs. McPherson’s elementary school students as they describe a visit (field trip) to LBJ Ranch ([|CambCast #3 2008-9]). One can hear it as well in Mrs. Ellis’ students ([|CambCast #13 2007-8]) as they describe how they prepared to do the announcements on CNN. <span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt; line-height: 115%;">Podcasting can help students to keep abreast of their lessons if they are absent from school by allowing them to review any missed lectures or classroom activities [[|Podcasting in the Classroom] (2009)]. Podcasting also enhances learning by giving the teacher an opportunity to expose students to alternative views of issues [[|Podcasting in the Classroom] (2009)]. Students can access opposing points of view so that they can broaden their perspectives especially on controversial items. ** <span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt; line-height: 115%;">ARTICLES DEMONSTRATING EDUCATIONAL USE OF PODCASTING  ** <span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt; line-height: 115%;">- [|There’s Something in the Air: Podcasting in Education] <span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt; line-height: 115%;">- [|Podcasting] – Elementary Classroom/School Podcast Examples <span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt; line-height: 115%;">- [| Easy podcasting for the busy teacher] <span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt; line-height: 115%;">- [|Podcasting and Education A conversation with Rice University's Jeffrey Daniel Frey] <span style="line-height: normal; margin: 11.25pt 0in 11.25pt 0.5in; mso-add-space: auto; mso-list: l0 level1 lfo1; mso-outline-level: 1; text-indent: -0.25in;"><span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 10pt;">- [|Sites to See: Podcasting] <span style="line-height: normal; margin: 11.25pt 0in 11.25pt 0.5in; mso-add-space: auto; mso-list: l0 level1 lfo1; mso-outline-level: 1; text-indent: -0.25in;"><span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 10pt;">- [|Podcasting in the Music Room] – Curricular Integration Strategies. Podcast Examples ** <span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt; line-height: 115%;">REFERENCES ** <span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt; line-height: 115%;">Cambridge Elementary School. Radio Cambridge. Retrieved March 19, 2011 from [] <span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt; line-height: 115%;">Campbell, G (2005). There’s something in the air: podcasting in education. // EDUCAUSE Review //, vol. 40, no. 6 (November/December 2005): 32–47. Retrieved March 17, 2011 from [] <span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt; line-height: 115%;">Harris, H. Park, S. (2008). Educational usages of podcasting. British Journal of Educational Technology Vol 39 No 3 2008 548–551. Retrieved from NU Library March 17, 2011 from [] <span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt; line-height: 115%;">doi:10.1111/j.1467-8535.2007.00788.x   <span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt; line-height: 115%;">Ovadiah, M (2010). PoducateMe practical solutions for podcasting in education. Retrieved March 18, 2011 from [] <span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt; line-height: 115%;">Podcasting in the classroom [electronic resource (video)] (2009). Retrieved from NU Library March 17, 2011 from @http://nu.aquabrowser.com/?hreciid=%7clibrary%2fm%2fnationalu-unicorn%7cFOD100040689 <span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt; line-height: 115%;">Shumack, K.A. Gilchrist, M (2009). Easy podcasting for the busy teacher. Journal of Technology Integration in the Classroom Volume 1, Number 1. Retrieved from NU Journal Library March 18, 2011 from [] <span style="font-family: 'Century Gothic','sans-serif'; font-size: 12pt; line-height: 115%;">
 * <span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt; line-height: 115%;">PODCASTING **