How school leaders can enhance communication and classroom instruction with web 2.0 tools:
Podcasts
Initial Voxer message: https://www.voxer.com/v/ed33bab475
The two resources I referred to during my initial Voxer chat explored the use of podcasts to enhance the
language acquisition process. Phillips (2017) explored the perceptions of students on the use of podcasts in
the language learning classroom. She found that students evaluated podcasts positively. Kelly and Klein
(2016) researched the effects of podcasts on language learners in the specific domains of listening, speaking,
and confidence, finding that the podcasts improved speaking and confidence. These are just two in a
multitude of studies on the use and effects of podcasts in the language classroom.
language acquisition process. Phillips (2017) explored the perceptions of students on the use of podcasts in
the language learning classroom. She found that students evaluated podcasts positively. Kelly and Klein
(2016) researched the effects of podcasts on language learners in the specific domains of listening, speaking,
and confidence, finding that the podcasts improved speaking and confidence. These are just two in a
multitude of studies on the use and effects of podcasts in the language classroom.
Within the discussion of web 2.0 tools, the similarities between the function and objective of blogging and podcasting presented themselves numerous times. Tracy Johns points out the comparison and links the potential use of both tools in her comment:
https://www.voxer.com/v/5bf28a798b
I truly enjoyed exploring how the tools each member of our group focused on were similar in
how they can function and what their purpose could be on the classroom or system level. The
discussion also prompted me to consider tools in different ways. One example that made an
impression on me was the personal experience of my peer, David Sheffield. He references a
former principal's use of voxer to transmit information in an inspiring way.
how they can function and what their purpose could be on the classroom or system level. The
discussion also prompted me to consider tools in different ways. One example that made an
impression on me was the personal experience of my peer, David Sheffield. He references a
former principal's use of voxer to transmit information in an inspiring way.
A more in depth explanation of the components in podcast design is posited by Drew (2017).
He also references a source that merits more exploration: the framework of variables in
education podcast design by Fernandez, Sallan, and Simo (2009), who appear to be among the
first scholarly evaluators of podcasts.
He also references a source that merits more exploration: the framework of variables in
education podcast design by Fernandez, Sallan, and Simo (2009), who appear to be among the
first scholarly evaluators of podcasts.
Selwood, Lauer, and Enokida (2016) examine the difference in efficacy between textbooks and
podcasts and find that student progress in a course is similar irrespective to method of
instruction.
podcasts and find that student progress in a course is similar irrespective to method of
instruction.
The video I included in our Voxer chat offers many uses for podcasts in the classroom.
The video is evidently made with lower quality staging and filming; however, the content creates much value for one learning about the use of podcasts in the classroom.
The video is evidently made with lower quality staging and filming; however, the content creates much value for one learning about the use of podcasts in the classroom.
References
ditchthattextbook. “Why Podcast in Class? Reasons for Educational Classroom Podcasting.”YouTube,
YouTube, 1 July 2013, www.youtube.com/watch?v=tDdJJluOqLU&feature=share.
YouTube, 1 July 2013, www.youtube.com/watch?v=tDdJJluOqLU&feature=share.
Drew, C. (2017). Edutaining audio: an exploration of education podcast design possibilities.
Educational Media International, 54(1), 48-62. doi:10.1080/09523987.2017.1324360
Educational Media International, 54(1), 48-62. doi:10.1080/09523987.2017.1324360
Kelly, W. Q., & Klein, J. D. (2016). The Effect of Type of Podcasts and Learning Styles on
Language Proficiency and Confidence. Journal of Educational Technology Systems, 44(4),
421-429. doi:10.1177/0047239515617159
Language Proficiency and Confidence. Journal of Educational Technology Systems, 44(4),
421-429. doi:10.1177/0047239515617159
Fernandez, V., Simo, P., & Sallan, J. M. (2009). Podcasting: A new technological tool to facilitate good
practice in higher education. Computers & Education, 53(2), 385-392. doi:10.1016/j.compedu.2009.02.014
practice in higher education. Computers & Education, 53(2), 385-392. doi:10.1016/j.compedu.2009.02.014
Phillips, B. (2017). Student-Produced Podcasts in Language Learning – Exploring Student Perceptions
of Podcast Activities. IAFOR Journal of Education, 5(3). doi:10.22492/ije.5.3.08
of Podcast Activities. IAFOR Journal of Education, 5(3). doi:10.22492/ije.5.3.08
Selwood, J., Lauer, J., & Enokida, K. (2016). What are more effective in English classrooms: textbooks
or podcasts? CALL communities and culture – short papers from EUROCALL 2016,424-428. doi:10.14705/rpnet.2016.eurocall2016.600
or podcasts? CALL communities and culture – short papers from EUROCALL 2016,424-428. doi:10.14705/rpnet.2016.eurocall2016.600
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