A discussion of the pedagogies of podcasting is delineated in Gardner Campbell’s article entitled There’s Something in the Air; Podcasting in Education. While his article focuses primarily on web 2.0 applications in a university setting, many of the principles could apply to an elementary setting. He describes how learning is continued and supported through podcasts outside class time. Students subscribe to and listen to productions by their peers and by the professor. Podcasts are not limited to recording of lectures, but rather they attempt to increase interest in course content in a variety of ways. Innovative professors might invite a group of students to create a podcast for the class as an introduction to an upcoming presentation, so that learners will know what the focus will be so that they can think about the topic and come in prepared to contribute and to ask questions. (Campbell, p. 34) Other applications include regular literature reviews by enthusiastic professors, so that students can update themselves on recent publications while tapping in on their mentors’ passion for continued learning. This type of activity can be shared by faculty members and benefits both the student and the professor. It is not very difficult to see how these concepts could be applied to an elementary school setting.

Many students have MP3 players, and time spent on the school bus could be well used listening to educational podcasts. Listening to podcasts by students in other schools, and there are plenty of them to choose from, allows young podcasters to get ideas for their own productions. There are many styles of podcasts, from radio show to movie trailer format. Ideas are born from exposure to creations from around the globe.

Teachers can use podcasts to inspire students, and students can do the same, for academic subjects as well as for extracurricular purposes. With some imagination, coaches could use podcasts to teach, inspire and celebrate. As the imagination is the only limiting factor, applications for the elementary school classroom will continue to transform and flourish. Imagine using an enhanced podcast (with video or still photos), also known as a webcast or video podcast, to showcase student artwork. Rather than simply writing a process piece to accompany a painting at a class vernissage, an enhanced podcast could reach a wider audience and if attached to a blog, bring in comments that would build confidence and provide insight to participants. In science class, the traditional science fair could be shared through podcasting.

Imagine the possibilities for a second language class where listening and speaking skills are crucial. In a traditional classroom, students do not have extended opportunities to speak, but in a web 2.0 classroom, podcasting allows for groups and individuals to speak and listen during and outside class time. Not only is podcasting beneficial for language acquisition, it is also an effective way to transmit the cultures of people who speak the language. “Foreign language teachers have shared native music, literature and plays through podcasting” (Flanagan, p. 21).