My experience with podcasting thus far is the introductory podcast we created at the beginning of the semester and a brief half-day workshop I took for PLU credit about a year and a half ago. However, I believe it’s a great tool for media centers and schools in general, and would be very willing to help a teacher who wants to learn more do so (and learn a thing or two myself, I’m sure). Depending on the teacher’s knowledge of podcasting (does he/she have past experience, or does it just sound like a great idea?) I would help to conduct research (on equipment needed if the school did not already have it, purposes for which podcasting could be used in the school, any clearances we would need to make with the administration, district, or for fair use compliance) and setting up to actually create the podcast. I believe that aiding interested teachers in using and incorporating technologies into their practice is a vital role for the media specialist, and that it is my job and my purpose to help teachers to teach the best they can.
Some of the ways in which I think podcasting would be most useful and beneficial in an elementary setting include:
-Book talks (by students, teachers, the media specialist, or even authors).
-Guest speakers (community members, special guests, authors….this would be very useful for -speakers with tight schedules, because podcasts could be shared with the entire school or even -other schools, freeing the speaker to have a more relaxed visit).
-Media center tours (probably most useful with pictures or video included)
-Technology how-tos (similar to the networking videos in this course).
-Reader’s theater (students write and share ‘radio plays’, perhaps even including sound effects).
I’m really excited to explore the world of podcasting with both teachers and students, and to help both use this relatively new technology to bring more interactivity and shareability to educational experiences.
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Creating a list of how podcast's can be used in a school is a great means of collaboration. Offering techology how-to's on podcasting as well as other "intimidating" technical tools would be useful to teachers and students. I took a 1/2 day course last spring for a PLU on podcasting. In the second half of the class participants were assigned to make a podcast in groups on "how to make a podcast". This was a frustrating but VERY useful activity that resulted in everyone in the room being able to contribute to the effort to use podcasting in the school. So far, only a small group of 5th graders has made a podcast but interest is growing. We are trying to come up with ways for the fifth graders to lead the charge in getting younger grades involved. One way is to simply have the lower grades narrate while the majority of the podcast is edited and put together by the more experienced students. Developing a learn as we go mentality is a necessary component of this goal.
ReplyDeleteI appreciate what you said about “setting up to actually create the podcast. I believe that aiding interested teachers in using and incorporating technologies into their practice is a vital role for the media specialist.” It also might be a fun way to teach the interested teachers to create a podcast.
ReplyDeletePersonally, I learn best by following examples and actually doing, not just seeing. Following along with the example is, I guess, the best way to describe it. So what if we, as media specialists, got a small group of interested teachers together and conducted a mini-working-workshop. In other words, have the necessary technologies set up on a computer like Camtasia and a microphone, and have written directions for all of the teachers in attendance. But while they are gathered there, don’t just talk about creating a podcast, actually do it. It doesn’t have to be specific to any one class or subject, but it could be about a school-wide event like fall festivals or CRCTs. Or even promote something like Read for the Record or National Poetry Month
Like the students creating the WillowCasts, each teacher participating would be assigned a “segment.” They would write their lines and then read them during their turn on the podcast. For example, a teacher assigned to provide health tips for the CRCT might remind students to get a good night’s sleep the night before the test and remember to eat a good breakfast on test days.
The podcast could then be put on the school’s web site, where other teachers could hear it and want to participate in future mini-workshops. But students and parents would also benefit from the information in the podcast.
The participating teachers would create a positive information source, and they would get more out of the experience because it would be an actual working podcast, not just a how-to handout or complicated instructions in a PowerPoint presentation or lecture.
Podcasting is a wonderful teaching tool and I think holding a workshop to instruct teachers about podcasting is a great idea. However, I am not so sure teachers are as excited about the concept of podcasting as media/IT people are. To most of them, it is just one more thing they have to do. The other day the IT person at my school held a technology PLU class for teachers. He was introducing them to podcasting. Of the 40 teachers in the class (they were required to be there), only 3 or 4 were excited and eager to put this new technology in place. Most of the teachers were complaining how they did not have time to do this and the kids would not be able to understand it.
ReplyDeleteIn getting teachers on board, I think Lori hit the nail on the head when she stated that workshops need to be held for people who are willing and eager to learn podcasting (instead of forcing teachers to learn). Once other teachers see the benefits of podcasting, they might not be reluctant to teach and learn new technology.
In regards to using podcasts for booktalks, I don't like it. To me, book talks should be more personal. Students love to be a part of the book talk and share their experiences with the speaker. On numerous occasions, I have started my book talk with questions to engage my students. This simply can not be done in a podcast.
Lori,
ReplyDeleteI enjoyed reading your take on podcasting. I agree that a workshop should be held only for those teachers who are interested and motivated to learn. It is just one more thing for many and especially for those who are "late adapters" when technology is concerned. We do have many teachers at our school who have quickly embraced their SMARTboards, student response clickers, teacher web pages, etc.....Those are the ones who I know would be the "early adapters" to podcasting. There are many viable applications for podcasting. It just takes time and motivation to learn new forms of communication and the benefits which it offers.
I really like the idea of the how to podcast where teachers make a podcast themselves. This is something that I am not sure many teachers at my school have ever heard about. We are a small country school and things like this are not common. A workshop that teaches teachers how to make a podcast would give the media specialist an idea of how many teachers would be interested in learning about this type of technology. I like the idea of putting things on the school website that would be beneficial for the students and the parents. This is great parent communication.
ReplyDeleteLori, I enjoyed reading your post on podcasting. It is nice to know that I am not the only one that doesn't feel like I have all of the podcasting knowledge I need. But, like you mentioned, I am ready and willing to learn. Many teachers are scared of technology and choose to avoid it at all cost. However, the use of technology in their classroom to perform booktalks and similar functions would certainly be welcome.
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