Teaching with Technology

Podcasting 101 for K12 Librarians by, E.K. Eash

Description

A podcast is a cost effective way to create, access and share information through a digital audio file. Podcasts can be portable if downloaded on a MP3 player or it can be accessed on a computer as well. Most are a mix of voice, music and sounds and some include video or photos.

Findings

This article focused on podcast uses for school librarians. One suggestion was a podcast where students followed instructions to learn about different areas and resources in the library, recorded their observations then created their own podcasts. One school created storytelling, library newsletter, and creative writing podcasts. Another suggestion is using podcasts for book reviews and reading incentive overviews. In order tho create your own podcast you need a computer with a microphone, speakers and an application that records sound. Next decide on an engaging content with introduction, breaks, and a conclusion. Music or sound effects can signal a page turn. It is also important to make sure you follow rules for copyright. You can find music and images by searching public domain or asking for permission. After you practice and edit and get the podcast like you want it, you can publish it on a website for others to see.

Reflection

One way I plan to use podcasts is to promote fluency during reading. I think it would be really powerful for students to hear their own reading. They can this listen and compare their reading with the words they read to see if they made any mistakes. I would have students do this by highlighting their mistakes and also any places they stumbled when reading. Fluency is more than just reading accurately, it is about reading at the appropriate pace and with expression. After students listen to their mistakes, they can practice the same text, paying special attention to the highlighted parts. Then students can re-read paying attention to expression and pace. I would directly model this and show students the difference in my reading when I read super fast or super slow versus medium pace with pauses after periods and punctuation. I would also model using expression. After students practice this, I would have them create a podcast of themselves reading the story. They can keep a copy of the book they read near the computer and other students can listen to their reading during center time or during snack or morning work time. It would be even better if I could purchase an i-pod or two to keep stories on so that students could listen to the books their peers practiced and read anywhere in the room.