Why Podcasting?Why Podcasting?• Encourages children to do research.Encourages children to do research.

• Requires clear communication, including using sound Requires clear communication, including using sound effectively to grab the audiences attention.effectively to grab the audiences attention.

• Gives learning purpose, makes it meaningful as you are Gives learning purpose, makes it meaningful as you are broadcasting to an audience outside of the classroom.broadcasting to an audience outside of the classroom.

• Sense of ownership and pride. Sense of ownership and pride.

• Children are more likely to put the effort in to create a high-Children are more likely to put the effort in to create a high-quality-product because it is within their interest- it will be quality-product because it is within their interest- it will be broadcasted.broadcasted.

• Useful for language development, specifically speaking, Useful for language development, specifically speaking, listening and comprehension. Helpful for EAL children. listening and comprehension. Helpful for EAL children.

• Sprague and Pixley (2008)Sprague and Pixley (2008)

Podcasting in practicePodcasting in practice

• Warning- Podcasting takes Warning- Podcasting takes time and practice, the editing time and practice, the editing software also requires software also requires learning, although it is easy learning, although it is easy once you know how! once you know how!

• I have been in school and I have been in school and created a podcast with a class created a podcast with a class of year 2 pupils. In groups of year 2 pupils. In groups they took a role and in a day they took a role and in a day we were able to create this we were able to create this radio broadcast. Note the radio broadcast. Note the enthusiasm in their voices and enthusiasm in their voices and their creative use of language! their creative use of language!

Bibliography Bibliography

• Bearne, E. and Wolstencroft, H. (2007) Bearne, E. and Wolstencroft, H. (2007) Visual Approaches to Teaching Visual Approaches to Teaching WritingWriting, London: Paul Chapman, London: Paul Chapman

• Berry, R. (2006) ‘Will the iPod Kill the Radio Star? Profiling Podcasting as Berry, R. (2006) ‘Will the iPod Kill the Radio Star? Profiling Podcasting as Radio’ in Radio’ in Convergence, Convergence, 12:2, pp.143-16212:2, pp.143-162

• Department for Education and Employment (DfEE) (1999) Department for Education and Employment (DfEE) (1999) National National Curriculum for England,Curriculum for England, London: HMSO London: HMSO

• Grainger, T. (ed) (2004Grainger, T. (ed) (2004) Language and Literacy) Language and Literacy, London: Routledge Falmer, London: Routledge Falmer• Katz, J. (1996) ‘The rights of kids in the digital age’ [online], Katz, J. (1996) ‘The rights of kids in the digital age’ [online],

http://www.wired.com/wired/archive/4.07/kids.htmlhttp://www.wired.com/wired/archive/4.07/kids.html (accessed 5/3/10) (accessed 5/3/10)• Montgomery, K. (1996) Montgomery, K. (1996) Children in the Digital AgeChildren in the Digital Age, Media Awareness , Media Awareness

Network [online], Network [online], http://www.media-awareness.ca/english/resources/special_initiatives/wa_rehttp://www.media-awareness.ca/english/resources/special_initiatives/wa_resources/wa_shared/backgrounders/digital_kids.cfmsources/wa_shared/backgrounders/digital_kids.cfm, (20/5/10), (20/5/10)

• Monteith, M. (2002) Chapter 1. ‘What has ICT got to do with Literacy?’ in Monteith, M. (2002) Chapter 1. ‘What has ICT got to do with Literacy?’ in Monteith, M. (ed) Monteith, M. (ed) Teaching Primary Literacy with ICT, Teaching Primary Literacy with ICT, Buckingham: Open Buckingham: Open University PressUniversity Press

• PNS (2006) PNS (2006) Primary Framework for literacy and mathematics Primary Framework for literacy and mathematics London:DfESLondon:DfES• Sprague, D. and Pixley, C. (2008) 'Podcasts in Education: Let Their Voices Sprague, D. and Pixley, C. (2008) 'Podcasts in Education: Let Their Voices

Be Heard', Computers in the Schools, 25: 3, 226 — 234Be Heard', Computers in the Schools, 25: 3, 226 — 234