podcasting possibilities with literature
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Podcasting is the recording and
publishing of audio and in some cases, image and video files, so that
subscribers can automatically be fed new content, and listen to it at their
leisure on portable devices such as iPods, MP3 players, computers, IWBs and
other hand held devices. The multimodal options (image, video, soundtrack,
effects) in creating a podcast relate to the program used to create it.
Garageband in Mac has all of these options whereas podcasting programs such as
Audacity provide only audio options including music tracks to enhance the
podcast.
In education, podcasting can be used in a variety of ways:
As a teacher tool it can act as an effective multimodal delivery of information as some software applications allow you to associate images with parts of the audio to appeal to different styles of learners. Podcasts can be used across the curriculum, from oral readings of literature with associated and in-built tasks such as a listening post station in reading activities to an effective way to deliver factual content regarding history, science or the arts. Beyond just listening, students need a focus on interacting with content and knowledge provided by the audio to record, synthesise and clarify new information and understandings.
As a student tool it can be used as a multimodal way for students to write and represent their ideas across the curriculum and specifically in English to respond to or compose literature. Podcasting has also been acknowledged as an effective tool for collecting assessment data for both oral reading and comprehension of texts.
Below is the framework Walsh (2008, pp. 103-104) suggests as the correlations between writing and the literacy skills embedded in the process of podcasting:
In education, podcasting can be used in a variety of ways:
As a teacher tool it can act as an effective multimodal delivery of information as some software applications allow you to associate images with parts of the audio to appeal to different styles of learners. Podcasts can be used across the curriculum, from oral readings of literature with associated and in-built tasks such as a listening post station in reading activities to an effective way to deliver factual content regarding history, science or the arts. Beyond just listening, students need a focus on interacting with content and knowledge provided by the audio to record, synthesise and clarify new information and understandings.
As a student tool it can be used as a multimodal way for students to write and represent their ideas across the curriculum and specifically in English to respond to or compose literature. Podcasting has also been acknowledged as an effective tool for collecting assessment data for both oral reading and comprehension of texts.
Below is the framework Walsh (2008, pp. 103-104) suggests as the correlations between writing and the literacy skills embedded in the process of podcasting:
Laetitia Cross (K-6 Deputy Principal) and Sue Morton (primary teacher/librarian)