Pod and vodcasting in the classroom

1. Pod and vodcasting in the classroom By: Samantha Koste, Lila Sternfels, Mary Holmes, Otis Morris, and Danielle Berry 71% of survey replies said “no” they didn’t believe the use of pod/vod-casting would distract from students learning. Our research shows, that the introduction of pod/vod-casting would be beneficial to most students. It would give them yet another resource to use for getting classroom information. For this question the educators surveyed were able to check what they thought applies. 22 out of the 22 questioned, answered that it would be beneficial for the students to use pod/vod-casting. 21 of the educators thought it would be beneficial to the teacher and 16 out of the 22 thought it would be beneficial for the parents. There also was other which 6 choice this. As you can see almost all the educators surveyed believedit would benefit everyone by using pod/vod-casting. • . What things can pod/vod-casts be used for in the classroom? Check all that apply. • .Updates in the classroom for parents • .Class projects • . Visual aids • . Other • . Should all schools incorporate pod/vod-casting into their classroom? • . Yes • . No • . Would accepting pod/vod-casting in the classroom distract students? • . Yes • . No • . At what grade level is it appropriate to start using pod/vod-casting in the classroom? • . Preschool • . Elementary School • . Jr. High School • . High School • . College • . How beneficial do you see pod/vod-casting is • . Not beneficial • . A little beneficial • . Very beneficial • O. Who benefits from using pod/vod-casting? Check all that apply. • . Students • . Parents • . Teachers • . Other • Findings • This graph shows that out of the 22 educators that were surveyed about 14 percent of them thought it was a good idea to start using pod/vodcasting in the classroom in preschool, about 41 percent thought it was good to start in elementary school, about 23 percent thought it was good to start in Jr. High School, about 13 percent thought it was good to start in High school, and about 9 percent thought it was good to start in College. This question was found in our survey as number eight. • There are many other things we found out when we gave our survey out to educators. Only two people out of the twenty-two people we surveyed didn’t know what pod and vodcasting was. Most of them answered that their usage of podcasting or vodcasting was none to very little. Many thought that taking a course on how to make pod and vodcasts would be worth teacher’s time. Everyone that answered the survey thought class projects would be the best use for pod and vodcasting in the classroom. A little less than half of the educators who answered thought that schools shouldn’t incorporate pod and vodcasting into the classroom. • Conclusion • After creating a survey designed for future and present teachers results show that teachers believe pod/vodcasting is anywhere from little to very beneficial. But surprisingly enough the majority of them have had none to little experience using them. Pod/vodcasting is not used in classrooms because many educators lack the information needed to use this technology. The respondents think taking a course about pod/vodcasting is a great resource and a helpful tool for both students and teachers. This technology allows for new ways of conducting class projects and a new learning tool for visual learners and audio learners. Surveyors worry about the idea that brining this technology into the classroom might distract the students. If teachers slowly introduce the students to this new method of learning and don’t over use it, distraction may not come into effect. • Now that we know what educators want, pod/vodcasting needs to be put into motion in their classrooms. Further research will then need to be done on the positive and negative affects of pod/vodcasting. This can be done by examining how often the technology is used and what it is used for. Introducing this tool into the classroom can profit teachers, students, and parents. Pod/vodcasting can be a beneficial asset to the classroom if used properly and in moderation. • References • "ICTO TU Delft: Pod/Vodcasting." ICTO TU Delft: Welkom Op De ICT in Het Onderwijs Website Van De TU Delft. Web. 23 Feb. 2011. <http://www.icto.tudelft.nl/en/ict-in-education/podvodcasting/>. • Meng, Peter. "Podcasting And Vodcasting." Mar. 2005. Web. 23 Feb. 11. <http://www.tfaoi.com/cm/3cm/3cm310.pdf>. • Petersen, James. "Podcasting In Education." Your Prezis. 20 Oct. 2010. Web. 23 Feb. 2011. <http://prezi.com/_trbjzs-ofyx/podcasting-in-education/>. • Introduction • Podcasts and Vodcasts are the processes of capturing an audio or video event, song, speech, or mix of sounds and then posting that digital sound object to a web site or “blog” in a data structure called an RSS (real simple syndication) 2.0 envelope or (“feed”). After reading down farther in our understanding, pod/vodcasts are audio or video recording of a professor’s lecture, a speech, etc.. That you can get deliver to your iPod to listen to whenever you feel like it. Podcasts and Vodcasts allow information to be made extra reachable and accessible in a variety of forms. They allow you to present information in an unusual livelier way than plain text. Podcasts and Vodcasts can also be used in terms of teaching. Students can use their iPod or cell phone to view a vodcast of a recorded lecture or web lecture whenever or wherever they choose. This way things are more flexible. • The process of Podcasting and Vodcasting can be broken down into five simple steps. • 1. Create or capture and edit the content. • 2. Publish content to a web site or blog. • 3. Subscribe to the content using an “RSS News Reader”. • 4. Download the content into content management software (CMS). • 5. Play content on download device or synchronize CMS with portable media player and play • Method • We created a ten-question survey to answer the question: How can pod/vod-casting be beneficial in the classroom? • We created the survey using an online site called Survey Monkey. The survey consisted of two open-ended, five multiple choice, one true/false, and two yes/no questions. After the survey was created, it was e-mailed to 38 teachers in every level of education and student teachers. Our survey started out asking what they thought pod/vod-casting was, and then taking the assumption they knew the definition for the rest of the survey. Here are our questions: • 1. How would you define pod/vod-casting? • . Open-ended question • . Podcasts can be transferred to portable mp3 players? • . True • b. False • . What amount of experience have you had using pod/vod-casting in the classroom? • . None • .Very Little • . Some • . A Lot • . How would a course about learning how to use pod/vod-casts be worth a teacher’s time? • . Open-ended question