Introductory Segment

Podcasting and Vidcasting in the K-20 Classroom

Podcasting and Vidcasting in the K-20 Classroom

Purpose of session:

21st century students present a unique problem for teachers who are unfamiliar with technology and the modern brain. These students’ connectedness, savvy, and learning styles are vastly different from those of students from prior eras and require teachers to adapt their instruction in ways that are sometimes new and challenging. With web 2.0 tools, specifically backpack technologies, teachers are empowered to use relatively simple techniques to increase student engagement and understanding, and introduce collaborative learning environments into course curriculum.

The researchers work to empower teachers to embrace the uniqueness of digital natives and create a world of digital immigrants that are comfortable with new technologies and the opportunities they bring to facilitate student growth. Today’s students often feel that they must ‘power-down’ when they enter the classroom. Additionally, the future job market will demand that students have a thorough understanding of how various technologies can be used in productive and meaningful ways. When we deny students access to technology, due to fear and lack of training, we take away opportunities to develop those necessary skills. Thus, life, curriculum, and technology must be seamlessly integrated to provide a “cross-training” experience.

It is our desire and passion to help teachers and faculty feel comfortable with these modern learners and use their connected world as a tool to improve cognition and retention. Backpack technologies are an easy way to begin the process of technology integration and the empowerment of our 21 Century learners.

In this session, the researchers will work with participants to understand the benefits and potential drawbacks of podcasting and vidcasting in the classroom. This discussion will be followed by a hands-on workshop in which participants will be exposed to and have the opportunity to experiment with some tools for creating these technologies. Participants will then have the opportunity to create their own podcasts and/or vidcasts about their reactions to the session.

The purpose of this session is to empower teachers with ways to explore and utilize backpack technologies such as iPods and FlipVideo effectively in the classroom. Using these tools to enhance and/or supplement instruction can increase student engagement in class, increase student interaction with course content, deepen student understanding of that content, and improve student technology literacy. Additionally, these technologies are particularly effective for students with ADHD and learning disabilities as a means of revisiting content after class and engaging with content in non-traditional ways. Finally, using backpack technologies for learning can help students develop 21st Century Skills such as creativity and critical thinking. This session will be particularly valuable for K-20 classroom teachers.

Objectives of the Session

1. Discuss the implications of podcasting and vidcasting as educational tools.
2. Explore possible tools for creating podcasts and vidcasts.
3. Create a podcast and/or vidcast.

Practical applications

Participants will be able to implement ideas from this session immediately in their own classes, provided they have access to the requisite hardware and software. Podcasts and vidcasts can be created quickly and easily by all students – from kindergarten to graduate school – to deepen understanding of course content. Teachers can also create podcasts and vidcasts to enhance and extend instruction, including (but not limited to) class recordings, how-tos, reviews of difficult topics, questions, and messages.

Information to support what is advocated

The researchers have integrated podcasts and vidcasts into the classroom over a 6-year time period, during which time they have seen significant benefits for the students. Salmon and Edirisingha (2008) describe five reasons for using podcasts: (i) flexibility and learner control; (ii) learner motivation and engagement; (iii) cognition and learning; (iv) learning locations and contributing students; (v) fostering learning discussions.

Current research indicates that podcasting class lectures can increase student learning and performance (Traphagan, Kucsera, & Kishi, 2010). Additionally, podcasting can increase student motivation, engagement, media literacy, and digital citizenship (Riddle, 2010). Student-created podcasts, in particular, have been shown to increase motivation and higher-level thinking skills as well as listening and writing skills (Dlott, 2007; Halderson, 2006).

Teachers from Kindergarten to college have also started using podcasts to extend the boundaries of the classroom. According to Putnam and Kingsley (2009), “Podcasts offer opportunities to introduce or reinforce information from the classroom, to remediate students who need additional instruction or access to content discussed in the classroom, or to feature content experts or guest speakers under the guidance of a teacher external to the actual school building.” (p. 101). Podcasts also allow teachers to address the particular learning needs of 21st century learners in a way that is content-specific and meaningful. (Putnam & Kingsley, 2009). While the research on podcasting and vidcasting is still being developed, initial results are very positive and suggest that these technologies are very powerful pedagogical tools.

Hands-on experience and what participants will need to bring:

Participants will participate in the creation of a short podcast and/or vidcast about what they have learned in the session. Participants are invited to bring cell phones, iPods, laptops, and video cameras, though some equipment will be provided for the session.

Hands-On Segment

Presenter

Susan Cox
Assistant Professor
Utah Valley University

http://sites.google.com/site/drsuzycox

Suzy Cox is an Assistant Professor in the School of Education at Utah Valley University specializing in Educational Psychology. Her research and professional interests include learner-centered teaching, technology integration, and educational neuroscience. She also facilitates the learner-centered teaching group for the UVU Faculty Center.

Suzy studies the applications of Web 2.0 technologies in higher education and the interconnectedness of teachers’ knowledge about technology, pedagogy, and their subject matter. Her focus within technology integration is the impact of technology use on depth of student learning and engagement. She has published articles and delivered numerous presentations related to this research on topics such as blogging, Google tools, digital storytelling, brain-based teaching, and TPACK.

Suzy is an avid runner and enjoys reading and spending time with her family.