Week 4 Engagement Activity 5

The purpose of this engagement activity was to analyse podcasts relevant to my teaching content, for example, primary teaching.  I had a look at the ABC, BBC, National Geographic, and iTunes podcasts but I found that the EDUCAUSE Pocket Edition #3 in the learning materials was most relevant to my teaching context (CQUniversity Australia, 2012).  They gave fantastic examples of the use of podcasts in the classroom (EDUCAUSE & Oblinger, 2006).  Some of the examples included a student presenting a narrative as a podcast, teachers asking students to submit assessments as podcasts, and students listening to podcasts as a pre-reading for class (EDUCAUSE & Oblinger, 2006).  

This podcast was presented by two males that presented their podcast as a mock radio station (EDUCAUSE & Oblinger, 2006).  I like this podcast because it is a good example of how podcasts can be utilised (EDUCAUSE & Oblinger, 2006).  Students may be more likely to do homework if it was in this form as they could listen to this anywhere anytime with their iPods (EDUCAUSE & Oblinger, 2006).  

In the future, as a primary teacher I would like to get students to create podcasts individually and in groups (EDUCAUSE & Oblinger, 2006).  It strongly promotes student reflection (EDUCAUSE & Oblinger, 2006).  I agree that this would be beneficial for submitting assignments and promoting students to learn from one another (EDUCAUSE & Oblinger, 2006).  The link below is the link to the EDUCAUSE Pocket Edition #3 Podcast.

http://www.educause.edu/sites/default/files/2006/01/PocketEdition003.mp3

It is important that the teacher models and teaches the students to adhere to safe, ethical and legal guidelines in regards to podcasts (Queensland College of Teachers, 2011).  The teacher should reinforce the importance of crediting the source and requesting copyright owners permission to utilise podcasts in the classroom if they are not free or free to use in educational settings (The official guide to copyright issues for Australian Schools & TAFE, n.d.c).  Teachers should also seek parental permission including written consent before allowing students to create podcasts (The official guide to copyright issues for Australian Schools & TAFE, n.d.b).  It is also important that teachers limit access to the podcasts to staff and the students to promote student safety (The official guide to copyright issues for Australian Schools & TAFE, n.d.c) .


References:

CQUniversity Australia. (2012). EDED20491- ICTs for learning design:

            online study guide. Retrieved from  

            http://moodle.cqu.edu.au/mod/page/view.php?id=115238

EDUCAUSE., & Oblinger, D. (2006, Jan 7). EDUCAUSE Pocket edition #3: podcasting in
            the classroom [Audio file]. EDUCAUSE. Retrieved from
            http://www.educause.edu/sites/default/files/2006/01/PocketEdition003.mp3