Podcasting is one of the many
exploding Web 2.0 tools of the 21st century and a great resource for school
library media specialists and classroom teachers alike. It is defined as a method of sharing
multimedia files over the Internet for listeners. Even though podcasting is
booming in many educational arenas, it is not a technology tool that I have
used or even seen utilized within my school.
My first thoughts on podcasting
were that it seems like a good idea for middle and high school students, and it
would probably be too difficult for elementary students. Well, after viewing Willowdale Elementary
School’s Radio WillowWeb, I have changed my way of thinking! The podcasts were
simply amazing! What first jumped into
my mind was that this could be used with all types of students. By heterogeneously grouping students, all
students could be successful. This would
be a great alternative to written research projects; however, students do have
to be prepared before attempting to make the podcasts. I envision collaboration
between classroom teachers and the media specialist! Through podcasting, those
shy students who never want to stand up in front of the class and present a
project are given an avenue that can give them confidence and success. Educators
should use cooperative learning strategies with students, and this would be a
great way to do just that.
Safety is always on the mind of
educators when the Internet is involved. The audio podcast is safe for
students. The facilitator must be
mindful to always only use first names when giving credit to contributors. As with any technology, safety is something
to be vigilant of when creating podcasts with and for students.
Podcasting can be an effective
communication tool for the media center. After reading “Podcasting 101” by
Kristin Fontichiaro, I began thinking of all the possibilities to utilize such
a creative and fun technology. Booktalks
can be created by the SLMS and posted on the media center’s website via a
podcast. This would be a great way to
introduce the students to newly purchased titles and stimulate circulation of
titles already on the shelves. Through
podcasting, Nancy Keane presents an inside glimpse of books via booktalks. She makes the books appear to be exciting and
interesting. Having students create booktalks would be another great idea. This
would be an effective assignment in lieu of a written book report. I know when
I videoed a booktalk in a previous course, my third graders begged to make
their own. Podcasting booktalks is a
great way to engage students in reading for fun, as well as, enticing students
to learn in a fun way. Even though I am not yet in a media center, I want to
begin exploring podcasting with my students!
Learning can be fun!
A SLMS can effectively use
podcasting with the faculty as well; I see podcasting as a great avenue for
professional development. Adding
podcasts on various topics such as copyright can be a great way to keep the
faculty informed. Media center
procedures can be shared with both teachers and students via podcasts. For issues always needing clarification and
explanation, “How To” podcasts would be very helpful.
Overall, I can see how podcasting can
be used to reach, engage, and empower students in many different ways. It is a
great way to reach students of all different learning styles, interests, and
skill levels. I agree with Fontichiaro’s (2007) statement that student
podcasting projects can “…invite high level thinking and ask students to
synthesize and showcase learning” (p. 22). As educators, we are always striving to extend
the learning of our students. The
possibilities for the use of podcasts in the media center as well as the
classroom seem limitless.
References:
Fontichiaro, K. (2007). Podcasting
101. School Library Media Activities Monthly, XXIII (7), 22-23.
I am excited about the possibilities of using podcasting in a classroom and media center. I agree with your thoughts of using podcasts for professional development and clarification for teachers. There are plenty of times that I wished that I could hear the directions to something again. We have to put our RTI (Response to Intervention) data into Tienet which is our districts new way to track students in that process.The forms are so confusing, I wish I had a podcast to listen to to tell me what to do when I forget a step.
ReplyDeleteI like the idea of a media specialist making podcasts to talk about new materials available in the media center. I think that students might get excited about that and go look for new reading material. What interests me the most right now as a classroom teacher is that I can use them with my second graders. I thought of two ways that I want to try them this week. The first is to record my own podcast of some Read Naturally curriculum materials for students to listen to. I have this set of cd's that students are supposed to listen to to practice fluency, but they are so rough with the CD's and then it is hard for them to find the media player and get it all coordinated on the computer. I think if I put it in a podcast, that will make mine and my students' lives easier. My other thought is to have students record themselves reading at different points in the school year to hear their own progress. I think that would motivate them to try to read more fluently. It would help me to hear that they are indeed improving (or not).
Sheila you are right we have to be mindful of the Internet when students are concerned and when technology is involved. Keeping the students safe is first priority in an case and using first names is always a good idea. In my school the media center has a MediaCast system which as only been used a few time or only when the Advisement Process is needed for the state. Our students have agendas with a permission slip for permission to be photographed and an Internet Permission slip on the first few pages of the agenda. Which is useful when safety is a concern, knowing all the ins and outs is always useful when introducing anything pertaining to technology in the classroom. It’s going to always be an issue if you ask me. For example bring your own technology to school. There will have to be some very good rules set or a whole lot of safety laws will be broken.
ReplyDeleteAfter reading “Podcasting 101” by Kristin Fontichiaro I also agreed you, oh what possibilities we will have in the reading classrooms as well as ELA. This was where the light bulb came on and I wanted to dance. Yes, booktalks and beyond, my students love to hear audio other than my voice I think and this would be the grand of all grand’s, they can produce the booktalks themselves and share with the other grade levels and the students don’t have to give their names just the content.
“My first thoughts on podcasting were that it seems like a good idea for middle and high school students, and it would probably be too difficult for elementary students. Well, after viewing Willowdale Elementary School’s Radio WillowWeb, I have changed my way of thinking! The podcasts were simply amazing! What first jumped into my mind was that this could be used with all types of students.”
ReplyDeleteI have to admit, at first I shared your same sentiment about podcast (really technology in general) when it comes to grade levels. I would have assumed it would be too much for elementary school students to understand or really focus on. Once I started exploring, I was beyond impressed and found many more grade 3-5 podcasts. So many fundamentals are built during this stage of learning and I think why not incorporate podcast into these younger classrooms.
I’m not in a library, but through my volunteer experience I’ve seen many ways that I would utilize podcast in order to save time. I witness many teachers that will come in the library and ask the same questions over and over. They are usually technology questions, and could easily be answered through a detailed podcasts. Also, many of the libraries events (book fairs) in the older grades get over looked or not really attended. By creating a 60 second podcast advertising library events, this could be placed on social media, played on announcements, emailed to teachers, and posted on your personal classroom blog. Often people skim over words but being able listen to a quick message benefits everyone.