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** CLASSROOM AUDIO PODCASTING ** “Everyone your writing assignment is due in two weeks; please do not hand in an overnight copy and paste paper.” Writing was never an enjoyment for me in high school and I am learning it is not favored by my high school students. As we approach the twenty-first century, educators should concentrate on improving the authenticity of students’ literacy proficiency. Learning to read, write, listen, speak, critically analyze information and communicate ideas using a variety of modalities is vital for children of all ages (Fyer, n.d.). English teachers often complain about students’ lack of motivation to write. How can teachers increase students’ desire to express themselves effectively and appropriately?

If teachers could change a student’s perception of their audience, it would increase their motivation to write and communicate. Few students are motivated to write, because they seek the approval of their teacher and earn a high grade; however, other students need to be motivated in other ways. Lets say we change the audience of one (the teacher) using technology from the mid 1500s (a pencil) to a global listening audience via a classroom podcast (Fyer, n.d.). According to Marc Prensky, podcasting is the technology of creating audio (usually MP3) or video files distributed over the internet for others to hear and watch (either directly online or by downloading to personal devices), (2007). There are existing programs called podcatchers which let users subscribe to podcasts in order to automatically download and store media files for later playback. Thousand of podcasts are being published for both local and global audiences on a multitude of topics. Two excellent places to find classroom podcasts are the Education Podcast Network [|http://epnweb.org] and the podcast directory within the iTunes Music Store. iTunes is free software available for both Windows and Macintosh computers [|www.apple.com/itunes] (Fyer, n.d.). Many high schools students and even elementary and middle school students already know how to download and create an audio or video file or students could learn from their peers in less than ten minutes (Prensky, 2007). My students enjoy listening to their iPods and MP3 players while working; now my students could enjoy hearing science discoveries, experiments, math techniques, and novels, at their own leisure. Fyer stated (n.d.), in the article Classroom Audio Podcasting, the real power of audio podcasts comes not only from their publication for a potentially global audience via the internet, but also from the ability listeners have to time and place shift when they enjoy podcasts. Using portable digital music players (including but not limited to an iPod), anyone can listen to a podcast in their car, at the gym, or while multitasking during some other activity. Benefits of Classroom Podcasting: Ø Podcasting is cheap Ø Podcasting invites a global audience Ø Audio podcasting encourages no-frills communication Ø Podcasting is digital story-telling Ø Podcasting provides a window into the classroom Ø Podcasting involves few privacy concerns Ø Podcasting can educate about copyright Ø Podcasting can be interactive Ø  Podcasting can be fun!

Podcasting encourages students’ involvement and excitement about learning. Podcasting is cheap. Many teachers have no direct control of budgetary funds and school resources for new purchases are always limited. Podcasting only requires a microphone, many schools and classrooms are already equipped with a microphone. Teachers implementing podcasting in the classroom only requires a microphone and no additional hardware. Audacity is software ideal for classroom podcasting and could be downloaded for free, [|http://audacity.sourceforge.net]. Teachers could assign a research topic for the class and broadcast their findings via the web and assign novels for students to listen to via their MP3, iPod, or computer and have students summarize the story via audio, instead of pencil and paper. An assignment Prensky (2007) thought of as a useful way to integrate podcasting in the classroom is, simply treating making a podcast an assignment. Podcasts can be assigned to individuals, or to a whole class working in teams (which allows those who do not know how to make them to learn from their peers), or they can be allowed as an alternative way to do written assignments. The only thing the teacher has to do is use a skill all educators should be great at doing **listening.** Teachers are encouraged to listen to the podcasts with the students, and help the students decide on the criteria for evaluation, and evaluate how well their own work and other students’ submissions meet those criteria. In conclusion, I think classroom audio podcasting would be great for our students and teach them a new and emerging tool in technology. Audio and video podcasting would improve our educational system, if presented in the classroom. Students would become attuned to their tone, intonation, speed of delivery, and expression (or lack thereof). I do not wish for this to take the place of all written assignments or even the majority of written work. I would like for classroom audio podcasting to serve as another option in presenting work and capture those students who struggle with writing assignments. Technology is advancing at a fast rate and I would like for our future to be ahead!

More information on classroom podcasting: Fyer, Wesley. (n.d.). Classroom Audio Podcasting. //Tools for the TEKS: Integrating Technology in the Classroom//. Retrieved February 23, 2009, from [] Prensky, Marc. (2007). Podcasting. //Emerging Technologies for Learning, 2//. Retrieved February 23, 2009, from []
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