Podcasts – Original Post

According to Merriam-Webster online dictionary, a podcast is a blend of the words “ipod and broadcast” (http://www.merriam-webster.com).

I was first exposed to a podcast in Fall of 2009 when I had just begun my part-time Technology Assistant’s position.  I was asked to sign-up for an online web 2.0 class and attend it with our school’s Library Media Specialists. Throughout the course of the class, we were asked to create 2-3 items per week utilizing 23 new web 2.0 tools. One of the first tools that we had to use was voicethread, a voice recording tool to create an audiocast.

The first time I had to record my own voice with my thoughts, being flustered was an understatement. I was completely overwhelmed. I think I worried about every possible inconceivable thing that could go wrong; creating an account all the while protecting my identity; being sure that I didn’t say too many “…and ums…”, making sure that I spoke about what was needed, and most of all, did my voice sound ok? I don’t really sound like that, do I?

I think I spent 30 minutes trying to create a beautifully crafted, well-spoken podcast, when all that was needed was a blurb about how comfortable we were with the technology that we were using—I think my discomfort was very, very apparent! Needless to say, my comfort level with technology has grown a lot since that class:)

Fast-forward two years. I am now teaching French. My school system has added interactive whiteboards to all classrooms. The software for the boards includes a “recorder”. This recorder can be used to create audio or video podcasts.  Unlike videos that are uploaded to YouTube, videocasts only have a view of the computer desktop, combined with the audio. An audiocast is just a recording of a person’s voice, or utilizes only audio.

In my primary research I found a particular podcast that affected how I would like to use podcasts as a teacher and LMS. It was a Social Studies teacher reviewing his students for a test via an audiocast. The teacher walked the students through the chapter of their book, discussing and pointing out different areas for the students to pay extra attention to in order to prepare and study for the test.

I really thought that this would be a great way for me to review with my students, helping them hear and pronounce words that may be difficult, during a time that was convenient for them to study and/or listen to my helpful hints.

Now, after becoming more familiar with how podcasts work, I would like to add videocasts to show visuals of how to conjugate verbs, adding animations as well as a explain grammatical points and culture. This is also possible with the software that’s included in our interactive white boards. I can actually create a smart notebook file and with my headset and extra-long usb cable, talk and show the lesson in progress via my desktop. My fingers and shadows are not in the way. It’s just me and the lesson—talking to myself—teaching indivisible students who will see this video at a later time when it is convenient for them.

This capability is very helpful to students who not only learn from speech, but also learn even better from visuals. Everything is contained in one video and can be replayed as often as necessary, helping the student grasp the concept being taught.

I hope to include more and more podcasts as the year progresses and I really think they do help students and just like anything else, the more you use it, the easier it gets.