Podcasts are one of those things I listen to, but I rarely consider creating on my own.  The main reason for this is that until reading up on the use of podcasts for educational purposes, I didn’t think I had anything to add to the conversation.  So, this challenge was all about helping me transition from being mainly a consumer of podcasts to becoming someone who creates them and shows others how simple it is to make their own.

As far as the use of podcasts in the classroom and/or library, while reading I compiled a list of some of my favorite suggestions for their use.

“Podcasting 101 for K–12 Librarians,” written by Esther Eash offered these terrific ideas:

  • walking library-orientation podcast
  • oral history research
  • supplement curricular needs
  • get news and information for research
  • Promoting the library
  • Using student products to share learning
  • Sharing school news
  • Providing professional development “on-demand tutorials, copyright discussions, book group discussion guides, overviews of new services or policies, presentations by outside professionals, or introductory discussions of educational issues” (Eash 2006).

“KidsCast: Exciting Podcasting Activities to Promote Research and Learning” written by Wesley Fryer added even more suggestions:

  • Podcast Dramas: “Create old time radio dramas tie them to concepts that you are studying” (Fryer 2006)
  • Poetry slam: students create their original poems and then record them with dramatic interpretation
  • Today in history: “assign students a day each month look for historical events on their date research context, events, and implications” (Fryer 2006)
  • Book talks
  • Spelling bee: “publish weekly spelling lists as a podcast (spoken, spelled, used in a sentence)” (Fryer 2006)

And while you are reading up on podcasts in education, make sure to check out the Related Resources at the bottom of ReadWriteThink’s strategy guide “Teaching with Podcasts” (Gardner).  The resources provide lesson plans for elementary on up with all sorts of creative ways to use podcasting to enhance learning.

After reading, I played around with, and either recorded directly or uploaded files to, several different podcasting sites: Soundcloud, AudioBoom, and PodOmatic.  I found all three fairly easy to maneuver through, and they each offered free memberships with the opportunity to upgrade to access far more options.

Soundcloud

My first podcast attempt was with Soundcloud.  I was pleasantly surprised at how easy it was to set up my account and proceed directly to recording.  Within two clicks I was at the recording page, ready to go.  I did a 10-second trial run that worked flawlessly, and went ahead and began recording.  For no easily discernible reason, this is where the ease of use ended for me.  I recorded the book talk I had chosen and began uploading my recording.  While it was uploading, I proceeded to add a title and description, but as I was adding in tags, there was an error message saying my recording didn’t upload properly.  I checked, and while it showed as being uploaded, there was no sound.  I recorded the book talk three more times, and each one failed, but I finally realized the recording only failed when I tried to add tags to make it easier to find.  Not adding tags was a simple solution, and the last recording uploaded without a hitch.

Here is Installation One: Mrs. A’s Favorite Reads of 2015-2016

https://soundcloud.com/andria-amodt-ho/installationone

AudioBoom

AudioBoom, formerly Audioboo, is one of those incredibly friendly looking sites with a lot of content available on the Home page.  I felt a bit overwhelmed at first, but sign-up was fast and easy, and I was looking around the site within minutes.  I’ll admit to having a bit of a panic moment when I couldn’t find anything leading me to where to record or upload files, though.  I clicked the dropdown menu beneath More, and there was a Getting Started link, but that only took me to the option to upgrade my account.  I had to click on Help and Feedback to figure out where to go.  I felt a bit foolish when I realized the red circle at the top right of the page was for recording.  There wasn’t anything marking it as such, and unless you hover over it with your mouse, it isn’t clear.  Thank goodness everything else about recording with them was clear.  My test recording went smoothly, as did recording my second book talk.  Within a minute of finishing my podcast, I could listen to, share, or embed it wherever I wanted.

Here is Installation Two: Mrs. A’s Favorite Reads of 2015-2016

https://audioboom.com/boos/4410455-installation-two-mrs-a-s-favorite-reads-of-2015-2016.embed

PodOmatic

PodOmatic was the last site I worked with, and it was definitely different from the previous two.  For one, you don’t record directly to their site—you upload your files.  This wasn’t a big deal because it gave me an excuse to try a couple of different things such as Audacity and my new USB microphone instead of the headset with a built-in microphone that I used with the others.  It did take me a few minutes and following a tutorial to figure out Audacity, but in reality, for basic podcasting it wasn’t all that different from the others I had already used.  It was simple to upload my file to the site, and there was even the possibility to add pictures to personalize or help promote the podcast.  Thanks to PodOmatic, I also discovered that there is a huge sound quality difference between using the headset to record and using the freestanding USB microphone.  The USB mic was definitely superior, and I will definitely be using it more in the future.

Here is Installation Three: Mrs. A’s Favorite Reads of 2015-2016

http://andriaamodtho.podomatic.com

My recommendation

After using the three different podcasting sites, for student use I would lean toward AudioBoom.  It was definitely the easiest to record with, and there was no confusion afterwards about how to share or embed my work.  This would definitely translate best with students.  For myself, I do want to go back and see how well the site handles uploading of previously recorded and saved podcasts, but all indications show this will be handled as smoothly as the rest of the process.

Overall, this turned out to be a lot of fun, and I can definitely see the benefits of podcasting in both the classroom and my future library.  My plan with the three I created for this assignment is to take them back to the library I’m interning in right now, make QR codes to go with them, print them out, and place them up as shelf talkers.  These were so easy to create that I’m thinking our school’s book club will want to be part of the fun as well.

Resources:

Eash, E. K. (2006, April). Podcasting 101 for K–12 Librarians. Retrieved April 09, 2016, from http://www.infotoday.com/cilmag/apr06/Eash.shtml

Fryer, W. A. (2006). KidsCast: Exciting Podcasting Activities to Promote Research and Learning. Retrieved April 09, 2016, from http://www.speedofcreativity.org/2006/09/01/kidscast-exciting-podcasting-activities-to-promote-research-and-learning/

Gardner, T. (n.d.). Teaching With Podcasts – ReadWriteThink. Retrieved April 09, 2016, from http://www.readwritethink.org/professional-development/strategy-guides/teaching-with-podcasts-30109.html