Podcasting+in+the+21st+Century+classroom

= __** Podcasting in the 21st Century Classroom **__ = =**DESCRIPTION**= This page is designed to help educators learn how to use and create Podcasts in their classroom to reinforce instruction and enable students to demonstrate understanding of content. Podcasts can be considered as episodes of media that can be subscribed to as a series or individually played back, using devices that have access to the download-able content.


 * What is a [|Podcast?]**

**WHAT MATERIALS ARE NEEDED TO JUST USE PODCASTS?**
= =
 * Subscription to iTunes or other client application software, known as podcastors that are capable of accessing the webfeed and downloading the episodes
 * Device(s) for playback of content (such as ipod, computer, etc.)

**WHAT MATERIALS DO I NEED TO MAKE PODCASTS?**
= = =__**RESOURCES:**__=
 * Computer with internet access
 * Subscription to iTunes or other client application software known as podcastors that are capable of accessing the webfeed and downloading the episodes
 * Files intended for posting or software intended for the creation of such (Garageband,Powerpoint, video editing software, etc.)
 * Device(s) for playback of content (such as ipod, computer, etc.)
 * Recording devices needed for project construction: digital camera, video camera, microphone, etc.

 This article reviews past empirical studies on the use of audio podcasts (hereby referred to as podcasts) in **//K//**-12 and higher education settings. Using the constant comparative method, this review is organized into three major research areas or topics: a) participants' podcasts usage profile, (b) effects of podcast on learners' outcomes, and (b) institutional aspects. Findings suggest that the most common use of podcasting is limited to either instructors distributing podcast recordings of lectures or supplementary materials for students to review subject material at their own time and place. A majority of the previous studies were descriptive, and were conducted in higher education and traditional course settings. Students generally enjoy using podcast, and tend to listen to the podcasts at home using desktop computers, rather than on the move (e.g., commuting to school) with a mobile device. Probably the main benefit of podcasting is that it allows students to listen to specific material that they missed or did not understand multiple times. The availability of podcast does not appear to encourage students to skip classes. We also discuss limitations of previous empirical studies, and provide some directions for future research related to the use of podcast in education settings.
 * Abstract:**

APA Citatition: Hew, K. (2009). Use of Audio Podcast in K-12 and Higher Education: A Review of Research Topics and Methodologies. //Educational Technology Research and Development//, //57//(3), 333-357. ++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

** __ Podcast 1-2-3 __ **
life easier) and How To Use Google Scholar. These workshops are brilliant fodder for podcasting. In fact, the initial idea for its podcast project came from a student plagiarism workshop that used music and mashups to illustrate "good" and "bad" borrowing. There are three key parts to implementing podcasting successfully at the library: creating the podcast content, distributing the podcasts, and, if possible, aggregating and syncing to iPods locally. Podcasting automatically delivers content in audio or video format to patrons via an RSS feed, an XML file designed for syndication. The flexibility of RSS allows the repackaging of multimedia content in nearly unlimited ways. If **//one//** thinks of individual audio or video pieces as learning objects, RSS is the piece that gives those learning objects a direction and a destination. Distance education is a staple at many universities, and podcasts offer hard-to-beat advantages for those users.They are asynchronous, allowing patrons to choose when they want library instruction; they teach to multiple learning styles; they allow for infinite review and reinforcement of skills; and they can be broken into smaller, more digestible chunks than the typical 50-minute instruction session in academic and public libraries. Simply, many patrons can be better served with podcasts. APA Citation: Griffey, J. (2007). [|Podcast 1-2-3]. //Library Journal//, //132//(11), 32-34. ++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ ==__ Self-Efficacy, Self-Regulation, and Cognitive Style as Predictors of Achievement with __ __ Podcast Instruction __ == **ABSTRACT:** The purpose of this study was to investigate possible factors that may affect academic achievement when instruction is delivered via podcast. Seventeen female Communication Sciences and Disorders students participated in this exploratory study conducted in the fall of 2006. Measurements of participants’ individual differences on four variables were taken prior to learners experiencing instructional podcasts. Multiple regression analysis was used to predict learner success based on the four predictor variables: self-efficacy for online technologies, academic self-efficacy, academic selfregulation, and cognitive style. Learner success was measured via a pencil and paper,multiple-choice test covering the material delivered via podcast. Of the variables used in this study, only cognitive style was found to be a statistically significant predictor of achievement. APA CItation: Hodges, C., Stackpole-Hodges, C., & Cox, K. (2008). [|Self-Efficacy, Self-Regulation, and Cognitive Style as Predictors of Achievement with Podcast Instruction.] //Journal of Educational Computing Research//, //38//(2), 139-153. ==++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ __ Building a Better Podcast __==
 * Abstract:** The University of Tennessee at Chattanooga (UTC) offers student workshops that range from Cool New Web Stuff (what is on the web that can help make research or just plain

When Apple CEO Steve Jobs introduced the company's iPod in October 2001, it was the first portable media player of its kind, and he predicted the technology would change the educational landscape forever. Today, more than six years later, a growing number of educators are using the iPod and a bevy of other tools to supplement lessons with that digital file-sharing activity, podcasting. Still, while anyone can podcast, creating podcasts with true academic value can be tough. How can K-12 educators make the content unique, and relevant to teaching and learning? Technology coordinators from districts all over the country say there are nuances to making worthwhile podcasts, and simple tools that can empower teachers to turn run-of-the-mill podcasts into compelling educational exercises.
 * Abstract:**

APA Citation: CiVillano, M. (2008). [|Building a Better Podcast.] //T.H.E. Journal//, //35//(1), 31-33. ==+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ ==

==[|Launching into the Podcast Universe] ==

Sampson, J. (2006). Launching into the Podcast/Vodcast Universe. //Computers in Libraries//, //26//10-12,.

__** ADDITIONAL LINKS **__
[|Orange County Library System] [|OCLS Strategic Plan] [|Liberated Syndication] (media distribution service) [|OCLS Podcast Page] [|OCLS Library Catalog Entry for the Term "Podcasting"] [|Online Programming for All Libraries] [|Free MP3 WMA Converter] [|Audacity (free digital audio editor)]

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__** Interviewing the Experts: Student Produced Podcast **__
Classroom instruction continues to change dramatically with new technology and pedagogy. Faculty aspire to develop innovative programs and creative education while seeking effective teaching strategies that capitalize on emerging technology and invoke student interest and involvement. Research shows that student involvement, hands-on projects, and teamwork are successful pedagogical approaches (Kayes, Kayes, & Kolb, 2005; McKeachie 1994; Passman 2001). This paper describes a creative project for students that showcases technology and student involvement. Additionally, the assignment is consistent with the seven principles for good practice in higher education (Chickering & Gamson, 1987) and provides desired outcomes to business education such as business fundamentals, critical thinking, teamwork, and technology skills. Students prepare a team-based research presentation on a topic that incorporates a student produced //podcast//. By producing podcasts, students have the opportunity to research and analyze information, communicate effectively, and incorporate the opinions of experts in a cutting-edge way. Producing and comparing their own work to that of others can give students a valuable perspective on their own abilities and inspire them to try new ideas or techniques. The authors utilized an evaluation questionnaire to assess the effectiveness of the project. From the students' perspective, the project was very effective in meeting educational objectives. (Contains 2 figures and 2 tables.)
 * ABSTRACT:**

APA Citation: Armstrong, G., Tucker, J., & Massad, V. (2009). [|Interviewing the Experts: Student Produced Podcast.] //Journal of Information Technology Education//, //8//79-90. ==++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ ==

__** See! Hear! Enhanced Podcasting with GarageBand. **__

 * ABSTRACT:** This article discusses a better way to provide consistent communication with parents and showcase students' work. Podcasts are similar to favorite episodic radio shows or audio blogs, but are unique in that no longer must the listener tune in to a weekly show--or fear missing a favorite show. Favorite **//podcast//** programs can be automatically delivered to a designated computer through a RSS (really simple syndication) subscription feed. The listener just subscribes to the **//podcast//** and new episodes appear. There are two types of podcasts. Basic audio podcasts provide recorded entertainment and information similar to what one would find on the radio. Enhanced audio and/or video podcasts add the capability of inserting audio markers, artwork, movies, and URLs. Although podcasts can be recorded and compressed on Macs or PCs, for students and teachers Apple's GarageBand provides an unusually simple to use production tool that already includes prerecorded jingles and sound effects. GarageBand's content and interface make it easy to construct multitrack episodic podcasts with RSS feeds or simple, standalone AAC- or mp3-compressed recordings for one's Web site. Mixed-down files can also be e-mailed or burned to a CD. Or it can be posted to iTunes, free of charge. GarageBand's podcasting tool is also perfect for recording student instructional projects such as music ethnographies, child-narrated musical stories, great composers reports in "interview" style, student compositions, student playing assessments, performances, or anything else one would like to record with added voice-overs. Music ethnographies are especially fun because students can interview grandparents, parents, and other family members to discover and record their own music history. In addition to the oral interview segments, music clips and artwork or photos can be added to enrich the report. GarageBand allows one to import movies to make a "vod-" or videocast in place of the **//podcast//**. Either one of these formats can be uploaded and played on the appropriate media player or on a computer. In this article, the author details how one can get started using GarageBand

APA CItation: Nardo, R. (2009). See! Hear! Enhanced Podcasting with GarageBand. //General Music Today//, //23//(1), 27-30.

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