Podcasting, at present, reminds me of the early days of desktop publishing and web pages. People would put up stuff just to have it published or be seen on the web. In desktop and web pages publishing, many people would overuse different fonts and sizes; they focused on the appearance of what they had to say. They did not focus on content. Students put up webpages that were direct copies of encyclopedia entries or slightly reworded versions but they had bold colors and many dancing bears.
Podcast is a technology and that technology should enhance student learning. It should not be its own purpose.
Your students’ podcasts
How much time do your students spend in preparing a podcast? Is the time proportional to the amount that they learn about the standard?
How in-depth about the standard is their podcast ?
How comprehensive about the standard is their podcast ?
At what level of thinking (analysis, synthesis, evaluation) about the standard is it ?
How do you assess their standards-based learning (not the podcast)?
Listening to Others’ Podcasts
Have you determined which of your students are auditory learners and which are not?
Do you have your students listen to educational podcasts produced by other students or educators?
What do they learn about the standard? Does that learning go beyond “textbook” factual learning?
How do you assess them on the standard?
© Harry Grover Tuttle, 2007