In this presentation, we explore the use of Podcasts to Foster Pre-Primary Teacher-Trainees’ Home-based Learning During the Resurgence of Covid19 in Uganda

1. Cultivating Tutors’ of Using Podcasts to Foster Pre-Primary Teacher-Trainees’
Home-based Learning During the Resurgence of Covid19 in Uganda
By
Gatrude Nambi, Ruth Nampenja, Percy Babirye, Florence Nalusiba, Yudaya Nakyeyune,
Vincent Muwonge, David Kabugo
Early Childhood Development (ECD) Program
College of Education and External Studies
Makerere University

2. Presentation Outline
The Educational
Problem
The Training Gap Aim of the Training
Objectives of the
Training
THE CONCEPT OF
PODCASTING
Some Podcasting
Software Apps and
Tools
Pedagogical Podcasting
Principles
Educational Purposes
of podcasting
Story Boarding/Lesson
Planning
Podcasting your Lesson
References

3. The Educational Problem
• Schools closed, >15m learners affected, learning
readiness compromised.
• Current Mitigation/Interventions
• The on-going Print,
Radio, and TV mediated
home-based lesssons
pre-school children are
being hampered by
access, temporal, and
spatial limitations
which render them
teacher-centered, non-
interactive, surface,
and rote

4. The Training Gap
• Whereas podcast-mediated lessons are often interactive
and are not hampered by temporal and spatial limitations
there by rendering them reflective and deep, and while
emerging podcasting tools and software are increasing
becoming accessible,
- Several educators and teachers in preprimary
schools in Uganda have limited Technological
Pedaogical and Content Knowledge to effectively
utilize Podcasts to foster children’s learning at
home.
Fig. 1. TPACK conceptual model and definitions according to Koehler and
Mishra (2008)

5. Aim of the
Training
 To Cultivate Educators’ Technological
Pedagogical Content Knowledge of Using
Podcasts to Foster Pre-Primary Children’s
Home-based Learning during the
Resurgence of Covid19 in Uganda

6. Objectives of
the Training
By the end of this training, you should
be able to:
 Identify, select, properly sequence, exemplify the actual
contents/subject matter (key concepts, facts, theories,
procedures, principles) in your preferred discipline that
you want to teach your teacher trainees
 Explain the concept of Podcasting
 Identify extant and emerging podcasting software apps and
tools
 Explain the different steps involved in podcasting
 Download and install a suitable podcasting software app
such as the Anchor app on your mobile phone and laptop
 Record, Apply different Transitions and Animations to Text
 Publish/Export the edited audio on different Online media

7. THE CONCEPT
OF PODCASTING
Conceptual Underpinning
 This is the practice of using internet
to make digital recordings of
broadcasts available for downloading
to a computer or mobile device.
 The term comes from a combination
of the words iPod (a personal digital
audio player made by Apple) and
broadcasting
 Podcast = Series of files (episodes)
 Episode = A single file in the series
(podcast)

8. Some Podcasting
Software Apps and Tools
- Anchor App
- Garage Band
- Logic Pro
- Adobe Audition
- Audacity
- Buzzsprout
- Alitu
- Iris

9. Pedagogical
Podcasting
Principles
 Ideate i.e, Identify the problems or challenge which your learners
face in learning certain concepts in your discipline (for your case,
you should get your content from the Early Learning Framework
and the Caregivers’ Training Framework)
 State your teaching objectives (ABC Approach)
 Design/set the learning tasks, which your trainees will need to
accomplish in order to overcome their learning challenge
 State your teaching method (e.g., story telling, drammatization
and music)
 Analyze the Affordances of different Podcasting Apps and Tools,
Select the Most Suitable tool, Install and Test its Functionality on
your Device.
 Record Your Lesson/Podcast Using the App you have installed on
your device
 Give Your Students a Learning Tasks/Exercise
 Assess Students’ Performance by reviewing and commenting on
their response and do a general evaluation of the effectiveness of
your technological, pedagogical and content delivery strategies

10. Educational
Purposes of
podcasting
 Can cater for Distance or hybrid courses
 Can cater for Commuter student populations, especially
for supplemental interactions like exam review.
 It can enable a teacher to Preview upcoming
lessons/lectures
 It Can be used for Pre-lab demonstrations of procedures
 It Can be used to answers common questions
 It can be Used for Flipping a class
 Can be used for school announcements and administrative
matters

11. References
 Barrett, M. J., Lacey, C. S., Sekara, A. E., Linden, E. A.,
& Gracely, E. J. (2004). Mastering cardiac murmurs: The
power of repetition. Chest, 126, 470-475.
 Blankenship, L. (2007). Podcasting in education: A
perspective from Bryn Mawr College. Academic Commons,
February 2007. Retrieved May 12, 2009 from
http://www.academiccommons.org/
commons/essay/blankenship-podcasting.
 Brittain, S., Glowacki, P., Van Ittersum, J., & Johnson, L.
(2006). Podcasting lectures. EDUCAUSE Quarterly, 29(3),
24–31.
 Deal, A. (2007). Podcasting: A teaching with technology
white paper. Carnegie Mellon University. Retrieved May
12, 2009 from
http://www.cmu.edu/teaching/resources/PublicationsAr
chives/ StudiesWhitepapers/Podcasting_Jun07.pdf.
 White, B. T. (2009). Analysis of students’ downloading of
online audio lecture recordings in a large biology lecture
course. Journal of College Science Teaching, 38(3), 23-29.