1. PODCASTING IN EDUCATION
BY LAURA BRODIE

2. Podcasting in the
Classroom
Citations
Podcasting
Podcasting
in the
for learning Use of
classroom
audio
podcasts
in K-12

3. PODCASTING FOR LEARNING PART 1
 A person can podcast anywhere and anytime and can
watch their podcast either on their computer or on their
MP3 player.
 Many people are podcasting anywhere from news
anchors to college professors to amateurs.
 Teacher-librarians have begun to record library
orientations, tutorials on accessing information, using
digital resources, and properly writing citations through
podcasting.
 Podcasting in the classroom helps those who are
auditory listeners and also those who struggle with
reading.
 Podcasting engages students and also makes their work
available to people outside of their classroom.
 Allows for students to get creative and have a play, a
newscast, and also to get comfortable performing in front
of an audience.

4. PODCASTING FOR LEARNING PART 2
 All you really need to podcast is a microphone, a
computer, and a sound recording program.
 Audacity and Apple’s GarageBand 3 are a few
software programs that help make podcasting quick
and simple.
 Once you have all of the gadgets and the program
that you need then it is just the simple matter of
recording voices, add music and sound effects, and
then finally export your creation in MP3 format and
post it to a website.
 As a student always make sure that when you are
creating a podcast that you do not give out any
personal information because anyone can access
what you export.

5. MY THOUGHTS
 It could be very helpful for students who are visual
learners more than auditory because the teacher
can actually show there students what they are
doing instead of just lecturing and giving notes.
 It could also be helpful for college students who
have very busy lives and may not have time to go to
a lecture and if the professor podcasts the lecture
than that student can watch the lecture anywhere
and anytime that is suitable for them.
 It allows for high school students who are interested
in directing or acting to start practicing the chosen
careers.
 There are many different types of technology that
students can use to create a podcast.

6. USE OF AUDIO PODCAST IN K-12 AND HIGHER
EDUCATION PART 1
 Podcasting has increased greatly in
tourism, entertainment, library research, and
education.
 Auditory podcasting in the more commonly found
being used in the classroom.
 Podcasting appeared in July 2003 with the first
Really Simple Syndication (RSS) and by 2005 almost
10,000 different podcasts were available ranging in
topics.
 Clark Walsh, a psychologist, states “listening is
instinctual, [but] reading and writing are not.”
 Durbridge in 1984, stressed the advantages of
auditory learning, claims that the spoken word can
influence a learners motivation.
 The student can also access their information at any
time and any place that they wish and as many
times as they would like.

7. USE OF AUDIO PODCAST IN K-12 AND HIGHER
EDUCATION PART 2
Podcasting Taxonomy of
current
practices of
Creating podcast in K-
own 12 and
materials Using higher
existing education
resources (adapted
from
Teacher Student Rossell-
created created Aguilar 2007)
Student
Lecture Supplementary projects
podcast podcast

8. USE OF AUDIO PODCAST IN K-12 AND HIGHER
EDUCATION PART 3
 Lecture podcast are audio recordings of lectures, such as
an hour long lecture on molecular science.
 Supplementary podcasts are audio recordings that
actually aid in a students learning and provide support in
learning key learning materials, such as assignments
tips, hints, and post assignment feedbacks.
 Podcasting has been used in five different types of study:
engineering and sciences, computing and information
technology, language, business and law, and education.
 Although podcasting can be handy it also has its
drawbacks, such as: lack of time for the teachers to
prepare the podcasts, technical problems in accessing
and downloading the podcasts.
 Other barriers include: unfamiliarity with podcasting and
not understanding the correlation of its learning.

9. MY THOUGHTS
 There are very many people that
use podcasting from teachers to
people who are just wanting to
see what it is.
 Podcasting is being used more
frequently in and out of the
classroom.
 Students can access their
lectures, notes, and other
information anytime and
anywhere.
 Many teachers use podcasting in
many different fields of study.
 Although, podcasting can be
very helpful is also has many
drawbacks ranging from not
knowing how to use a podcast to
having trouble downloading it.

10. PODCASTING IN THE CLASSROOM PART 1
 Apple defines podcasts as audio or video files that
are automatically delivered over a network and then
played back on any Mac,PC or iPod.
 “According to Podcasting News, although
podcasting has only been around officially for a
couple of years, it is one of the fastest growing
technologies of all time, with an increase of about
15 percent each month.”
 Over 60% of people listen to their podcasts on their
computers, even thought technically it is not a
podcast till it is downloaded onto a phone or audio
device.
 Podcasts allow students to go beyond the
traditional homework assignment, they can do voice
recordings, photos, movies, and add sound effects
to their projects.

11. PODCASTING IN THE CLASSROOM PART 2
 New York Times states that a school in La
Crosse, Wisconsin allowed students to produce podcasts
of a meal worms metamorphosis, claiming that by using
podcasts it actually helped the students remember the
information and made studying easier.
 Teachers are now allowing their students to use their
phones in the classroom so that they can watch and
create podcasts for learning.
 Apple says that, "When students create a podcast for
class, they not only learn the content in a creative
way, they learn 21st century communication skills at the
same time.”
 Wesley Fryer, the author of Moving at the Speed of
Creativity, says that podcasts can be educational for
students and valuable for teaching a variety of 21st
century skills, and that they are just plain fun to create.

12. MY THOUGHTS
 A student can use a podcast on his or her
computer, phone, ipod, or mp3 player.
 More people listen to podcasts on his or her
computer than on a phone, ipod, or mp3 player.
 How will a teacher know if his or her students are
being productive or using the cell phones for
personal reasons?
 Not only can podcasts be helpful to teachers, but
also to students so that they can learn in different
ways, other than the traditonal way with a paper and
pencil.
 Podcasts help students memorize and retain more
information than by being lectured.
 Not only is podcasting educational, but it is also
fun.

13. REFERENCES
(2008). Podcasting in the Classroom. Techniques:
Connecting Education & Careers, 7-8. Retrieved from
Academic Search Premier database.
Brooks-Kirkland, A. (2006). Podcasting for Learning. School
Libraries in Canada , 44-48. Retrieved from Academic
Search Premier database.
Hew, K. (2009). Use of audio podcast in K-12 and higher
education: a review of research topics and
methodologies. Educational Technology Research &
Development, 333-357.