Podcasting and Digital Storytelling

Podcast Example
           The Richardson (2010) text lists this podcast, or "Coleycast" as an exemplar podcast created by students. Students of Brent Coley in Murrieta, California have created 50 podcasts on topics ranging from human body systems to the parts of speech. This particular podcast is entitled, "Literature Circles Book Trailers." I especially liked this podcast because 8 students participated, with each student reviewing a different book. It gives listeners a sneak peak of the book and exposes them to several different genres that may be of interest.
           This activity could easily be implemented in the classroom. Instead of having students write book reviews or give book talks, have them create a podcast. Students can easily share podcasts with the rest of the class. There are several literacies involved with this technology. Students will probably want to write out a script for their podcast. They will have to read their script fluently and with expression. They are also becomming more technologically literate by using a computer and/or mp3 player to record, edit, listen, and share their podcast.

             I selected this example of a digital story because it is a digital story created by a third grade teacher about how to implement digital storytelling in the classroom! It goes through her thought process of how she brought digital storytelling into the classroom, and her initial concerns about this project. She learned that her students would still be writing and editing their stories. Her students were self-motivated and excited to create a product that they could share with their classmates. They were also pretty self-sufficient with the technology aspect of the project, and used their problem-solving skills if they had issues with the technology. Students could create digital stories in any content area about any topic they are studying. The fact that this teacher successfully implemented this activity with third graders shows that it can be done with younger students, not just middle and high school students.

            Across the four readings assigned this week on podcasting and digital storytelling, I found three major themes. Each reading discussed the potential of these technologies to enhance the home and school connection, increase student motivation, and develop writing and higher order thinking skills. On the topic of podcasts, Richardson (2010), states "You could record assemblies, do new teacher orientations, have supervisors record discriptions of their departments, and record board meetings for students, teachers, and parents who are unable to attend" (p. 117). This could really help in creating a sense of community in a school and also to gain community support for the school. Podcasts can also be helpful for students that are absent due to illness, or to reinforce/revisit what was discussed in class at home (Putman & Kingsley, 2009). With podcasts, "home has become a key site for learning" (Putman & Kingsley, 2009, p.101). When it comes to digital storytelling, the study by Figg & McCartney (2010) really emphasizes the importance of the home and school connection. One of the major results of the study was that the importance of family involvement was identified. Having students show and teach parents or family members at home a new technology that they are using in school can be a bonding experience. It also helps to foster positive attitudes about school for both the students and the family members (Figg & McCartney, 2010).

             Using technologies such as podcasting and digital storytelling can increase student motivation and engagement in the classroom. "The facilitated learning environment promoted a sense of ownership in the learning process for students" (Figg & McCartney, 2010, p. 49). "Publishing to an audience can be a great motivator for students" (Richardson, 2010, p.129). In the Labbo, Eakle, & Montero (2002) study, kindergarteners created their own digital stories and were excited to share their work with their friends. One student tried to hide her work from a friend passing by in the hall because it was not yet a finished product. This shows that even our youngest students can be motivated to produce their best work through the use of technology.

             Creating podcasts and digital stories provide outlets for developing student writing and higher order thinking skills. "The benefit in providing students ownership within the creative process is that it allows them to use higher-level thinking skills as they create the content, formulate the scripts, and edit the final product" (Putman & Kingsley, 2009, p.107). Students in the Figg & McCartney (2010) study showed improvement in their writing skills after a summer enrichment course in which they created digital stories. Kindergarten students were excited to write about the pictures that were part of their digital stories in the Labbo, Eakle, & Montero (2002) study. As teachers we are able to address Common Core ELA learning standards while incorporating podcasts, digital stories, and other technologies into our classrooms. Students truly are reading, writing, thinking, learning, and developing new literacy skills through the use of technology in the classroom.