The purpose of this engagement activity is to consider how podcasting created by myself and students could be valuable for learning in the primary teaching context.
Podcasting created by myself and students could be very
valuable to student learning (CQUniversity Australia, 2012).
It was not difficult to create a podcast as it had lots of clear, simple instructions and I feel most students would have no trouble creating a podcast if the teacher facilitates this process (CQUniversity Australia, 2012). The biggest challenge with creation of a podcast was finding the best place to upload or embed it, for example, on a website (CQUniversity Australia, 2012). This tool meets the need of multiple learning styles (CQUniversity Australia, 2012).
As a
teacher, I could pre-record podcasts for the high achieving students to listen
to when they complete the class work before everyone else (CQUniversity Australia, 2012).
This can promote further stimulation and
learning as opposed to boredom (CQUniversity Australia, 2012).
This
also gives the teacher more time to work with the students that are having
difficulties (CQUniversity Australia, 2012).
When students create their
podcasts, the rest of the class could access them so that they can all learn
from one another (CQUniveristy Australia, 2012). This support Social Constructivism learning theory by developing a deeper understanding through collaboration with others and the community (CQUniversity Australia, 2012).
Students are also able to
reflect on their performance by listening to their podcast again after creating
it (EDUCAUSE & Oblinger, 2006).
Group podcasts would also be
fantastic to promote group interaction, group learning and it also allows extra
information to be included in the podcast as there are more contributing
members (EDUCAUSE & Oblinger, 2006). This supports Social Constructivsim learning theory even better by facilitating group learning and interaction to deepen an understanding of a topic (CQUniversity Australia, 2012). I would also like to implement homework readings that the student can access anywhere anytime to revise learning topics which supports Behaviourism learning theory, or to be simply prepared for class for the next day (EDUCAUSE & Oblinger, 2006).
Through the use of the TPACK framework including an effective scaffold and a thorough understanding of how to best utilise podcasts, teachers can facilitate optimal learning outcomes with the use of this digital technology (CQUniversity Australia, 2012). Teachers need to model and teach students ethical, safe and legal guidelines to adhere to when creating podcasts (Queensland College of Teachers, 2011). The teacher should reinforce the importance of crediting sources and seeking written parental permission for student participation in podcasts (The official guide to copyright issues in Australian Schools & TAFE, n.d.b).
The Official Guide to Copyright issues in Australian Schools and TAFE (n.d.e) state that teachers are able to play snippets of audio recordings for educational purposes, and students are able to write their own lyrics to a song and play extracts from an audio file as part of educational purposes in the school setting. It is also recommended that the teacher seeks the copyright owner's permission to utilise whole material that is not free or allowed for educational purposes (The official guide to copyright issues in Australian Schools & TAFE, n.d.c). The teacher should also ensure that access to the podcasts are limited to students and staff (The official guide to copyright issues in Australian Schools & TAFE, n.d.c).
The following link is to my website, where I have embedded my first podcast.
http://emmataylorictsforlearningdesign.weebly.com/
This is a SWOT analysis of creating podcasts including strengths, weaknesses, opportunities and threats.
Strengths
|
Weaknesses
|
Opportunities
|
Threats
|
It supports Connectivism learning theory by listening to
experts presenting podcasts.
|
It does not cater for visual learners.
|
There is the potential for students to show self
regulation and student direction through adhering to ethical, legal and safe
guidelines.
|
There is the potential for other people to access podcasts
if students are unaware and post the podcast somewhere unsafe.
|
It can significantly improve learning outcomes for aural learners.
|
Some podcasts cost money.
|
It facilitates creativity by encouraging students to
create podcasts or audio files.
|
Copyright issues are a threat if permission is not gained
from the copyright owner when utilising their podcasts.
|
The teacher can make podcasts only accessible to staff and
students.
|
Teachers need to seek copyright owners permission to
utilise podcasts if they are not free or allowed for educational purposes.
|
Teachers could use podcasts to deepen students' understanding through:
-presenting assessments via podcasts
-creating news reports and interviews
-pre-reading or homework reading via podcast
-foreign language lessons
-performing music
-creating stories
|
|
There are some podcasts that are free for educational use.
|
Teachers need to obtain parental permission prior to
students participating in podcasts.
|
It has the potential to support Behaviourism learning
theory, for example, through rote learning and revision.
|
|
It can include visual material.
|
|
It provides an alternative form of communication for
students with learning difficulties.
|
|
Podcasts can be downloaded to computers, apple iPods and
mobile phones.
|
|
There is the potential to listen to podcasts anywhere anytime.
|
|
It can provide extra activities for a high achieving student that has already finished the class work before the rest of the class. This improves stimulation for this student.
|
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It has the potential to support high order thinking and creativity with an effective scaffold.
|
|
It meets the needs of most learning styles.
|
|
It has the potential to support Social Constructivism
learning theory through collaboration and group creation of podcasts.
|
|
References:
CQUniversity Australia. (2012). EDED20491- ICTs for learning design:
online study guide. Retrieved from
