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Best Practices
Anne Marie Diott, technology integration specialist and former classroom teacher, used to create projects with a podcasting component for her cycle 2 students in Shrewsbury, Massachusetts. She explains that skills need to be modelled along the way, from scripting and editing to how to “read” other people’s podcasts by rewinding, replaying and pausing to take notes. As an introduction to the first unit, she and a collaborating teacher in another school made their own podcast to show their classes, and then went through the process with their students. This is advisable, as it not only demonstrates to students what is expected, it also allows teachers to go through the process and foresee unexpected difficulties so that they can better advise learners and troubleshoot during projects.
Examples of projects that Diott created for her students included a walking tour of historical sites in their hometown, showcases of Midwestern states by groups of students, and a collaborative poetry and art project. Podcasting allows for collaboration outside of the school, province, and even the country. In the case of the poetry and art project, a class in one school wrote poems, published them as podcasts, and then students in another school listened to the podcasts and created the artwork, which was then attached to the podcasts so that they could be viewed while subscribers listened to the poems. The potential for expanding the walls of the classroom, or even knocking them down, is limitless. The global classroom is supported by numerous groups seeking partner classrooms from around the world, for the purpose of entering contests or simply to collaborate in order to promote understanding and to gain knowledge and perspective.
Because web 2.0 is a read/write web, students benefit from being able to respond to what they are reading in a purposeful way. Students used to read a book and then write a report, but usually the only person who read their report was a teacher, and the only purpose of the report was to obtain a grade, and of course to improve reading and writing skills. When a podcast is linked to a blog, podcasters are able to receive comments in written form. They are in turn able to respond to the comments, establishing dialogue that is purposeful and active, as opposed to the static book report. The blog and podcast are working documents, they change, are updated, added to and built upon. Students are engaged, they revisit, revise, reread, and respond. Podcasts promote higher order thinking skills in a way that traditional methods and purposes of writing, speaking, listening and reading cannot.
Examples of projects that Diott created for her students included a walking tour of historical sites in their hometown, showcases of Midwestern states by groups of students, and a collaborative poetry and art project. Podcasting allows for collaboration outside of the school, province, and even the country. In the case of the poetry and art project, a class in one school wrote poems, published them as podcasts, and then students in another school listened to the podcasts and created the artwork, which was then attached to the podcasts so that they could be viewed while subscribers listened to the poems. The potential for expanding the walls of the classroom, or even knocking them down, is limitless. The global classroom is supported by numerous groups seeking partner classrooms from around the world, for the purpose of entering contests or simply to collaborate in order to promote understanding and to gain knowledge and perspective.
Because web 2.0 is a read/write web, students benefit from being able to respond to what they are reading in a purposeful way. Students used to read a book and then write a report, but usually the only person who read their report was a teacher, and the only purpose of the report was to obtain a grade, and of course to improve reading and writing skills. When a podcast is linked to a blog, podcasters are able to receive comments in written form. They are in turn able to respond to the comments, establishing dialogue that is purposeful and active, as opposed to the static book report. The blog and podcast are working documents, they change, are updated, added to and built upon. Students are engaged, they revisit, revise, reread, and respond. Podcasts promote higher order thinking skills in a way that traditional methods and purposes of writing, speaking, listening and reading cannot.
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