By: Beth Holcomb
I argue that podcasts are innovative tools that can be added to the curriculum. These audio and video files are uploaded on to the internet and provide students with the ability to use these resources in school and outside the classroom. The teacher can use podcasts to improve students’ use of the curriculum.
An elementary school teacher could build a podcast to provide appropriate knowledge to a substitute teacher. He or she could create a video that educates the substitute teacher and provides techniques for the individual to use in the classroom. The podcast could include suggestions for interacting with students, comprehensive rules for each student assignment, or other information about student policies. Although the substitute teacher likely does not know about the conventional activities of the students, the podcast is an efficient tool that could improve the substitute teacher’s ability to work with the students.
The teacher could also create a podcast to teach students about a lesson; therefore, the substitute teacher could quickly upload the podcast, and students would learn the conventional lesson and complete the activities.
A media specialist could design a podcast to educate students, parents, and teachers about the media center. The podcast could include photographs of the library staff, students using the library, and other library activities. The media specialist could add a short audio that informs potential internet users about the school’s media resources. The school’s webpage could include a hyperlink to this podcast; therefore, this internet tool could provide the media specialist with an effective strategy for engaging with students.
The podcast can be an innovative resource for classroom teachers. The teachers are inclined to ask the media specialist for assistance with uploading podcasts and using these internet resources in the classroom; however, I also might not know a lot of information about these tools. My lack of knowledge should not affect my motivation to assist teachers. I would inform a teacher that I also do not know about the techniques and strategies linked to building podcasts, but we can learn as a team. I think that this approach would provide me with the opportunity to interact with the teacher and allow the teacher to see that I will work to learn about new resources. I could build a link with the classroom teacher, and this approach would likely encourage the teacher to collaborate with me to build other curriculum assignments.
I also think that this strategy would allow the teacher to see that I am motivated and will work to achieve his or her needs. I allege that it is my duty to accommodate the research and library needs of students, parents, teachers, and administrators. I believe that this tactic would emphasize that the library and the media specialist can provide resources to improve classroom activities.
I would likely do some research and email the teacher a variety of websites and links that could provide appropriate tips for building a podcast. I would also distribute a small amount of my budget for the next fiscal year to purchasing books or workbooks that could assist teachers with this internet tool. This activity would also motivate me to organize a podcast tutorial or a workshop that would inform other teachers about these resources. The media specialist must promote information literacy skills and assist teachers in adding these requirements to the curriculum. I believe that this activity would encourage other teachers to learn about the new resources and improve the library’s ability to achieve the needs of teachers.
I would also volunteer to collaborate with the teacher on his or her first podcast. I would assist in building the podcast and volunteer to be in the classroom during the period that the teacher performs the podcast. I could provide assistance with troubleshooting or uploading the podcast. This strategy would allow the teacher to see that I can be a participant in curriculum activities. It would also allow students in the classroom to see that the media specialist and teacher also need to learn, and they have questions about subjects. I would emphasize to students that I did not know about podcasts, but I used internet tools, books, and other library materials to obtain information about using these resources. I could use this activity to inform students and teachers how to use library resources and endorse the library program.
The podcast can be fused into the curriculum using many techniques; therefore, an effective media specialist must be informed about how to build these resources. I would work with teachers to provide training opportunities and podcast workshops that could inform these individuals how to use podcasts in the classroom. I would also emphasize my ability to learn about these resources and provide suggestions for how these individuals could add these tools to the curriculum.
I like the idea of using podcasts to educate within the library. It reminded me of a library site I found which used a podcast to teach students how to shelve books. The same idea could be used for so many specific library steps for students of all ages which could possibly save a lot of work by the media staff. It could also double as a training tool for volunteers when you are alredy short staffed, but need to train when the volunteers are available. This information was posted on the school's media site, so that would be easily accessible to students and adults at any time. The site I saw was at Sope Creek Elementary School in Cobb Co. at: http://sopecreeklibrary.typepad.com/sope_creek_elementary_lib/2009/10/how-to-shelve-books.html
ReplyDeleteI also like the thoughts on using this for substitute days. While I wouldn't be so confident that every sub could pull up the podcast, it would be nice to be able to at least play a behavior reminder podcast to set expectations for the day without the teacher. Sometimes just a little visual/audio reminder could get kids back to work.
Teacher training is really important since few have any spare time. Recently, my fellow teachers have been discussing the need for a list of "things nobody tells you how to do" at school and "what will be expected". For example, nobody sits new teachers down and explains that they will need to create a lunch number list, a bus number/rider list, or an afterschool attendance list. A podcast for new teachers would be very helpful. Each grade level could make one for any incoming teachers since each school does things a little differently. Each grade level has a different routine and beginning teachers often don't even know what or who to ask.
My school has a very confusing car line dismissal and drop-off. A podcast on the school web site might really help clarify for parents besides the poorly hand drawn map we give them.
Finally, collaborating would not only helps the teachers, but it would build support for the media specialist. She could approach support staff from all areas of the school to create podcasts for their areas, too. Every part of the school has things they wish everyone knew. Perhaps this could enhance the web experience for the school and help everyone understand how and why things are done the way they are done.
I too thought about podcast being used for substitutes, particularly if a sub is a “long-term” sub. A regularly scheduled podcast would help the teacher maintain a connection with her students and the effort would definitely show that he/she cared about them. My concern remains whether the substitute is technologically savvy enough to upload and show the podcast as well as allowing them to use equipment. (Yes most subs are great; I just had a recent bad experience.)
ReplyDeleteThe classroom collaborative possibilities are endless. A science teacher could perform dissections and have to secure or purchase organs for all the children. In these days of limited funds, podcasts are an excellent way of “showing/performing” lessons rather than the traditional lecture. The success of such an endeavor would build a great working relationship.
Jane, your comments brought another brainstorm of uses, especially new teacher orientations and parent drop off/pick up. Podcasts or “vodcasts” are an excellent way of reaching those who process/learn in ways other than reading.
WOW! LOVE the thought of using the podcast for substitute teachers. We all fall victim to the unexpected absence from work, and I believe that a brief podcast would be an excellent tool to quickly orientate a substitute teacher to your classroom. You could point out classroom rules, go over classroom procedures, or simply show where worksheets and reports can be found. It could also be used in the media center. Media centers now often operate without a clerical person, and if the media specialist is absent the library is crippled. A quick tutorial may provide the needed information for a substitute to allow students the basic opportunity of checking in and out books. Podcasts could also be created for volunteers. It would be a great way to train volunteers on shelving books and using basic equipment.
ReplyDeleteI agree that every new technology provides the media center an opportunity to build a stronger relationship between the media center and teachers. Unfortunately teachers are not trained on how to utilize the media center or a media specialist. It is our responsibility to create that bridge and to educate teachers on the services we can provide. Presenting new technology in a non-threatening manner and walking with the teacher through the process will help build those bridges.
Excellent post! My mind is busy creating a substitute teacher podcast. Thanks for the idea!