Podcasting for Teachers
by Kathleen P King and Mark Gura.Introduction
Podcasting for Teachers marries technicalities, resources and pedagogy.
It's very strange, I think, that over the past few years podcasting has developed a kind of double life. On the one hand, many have heard of it, quite a few make podcasts and even more listen to podcasts, on all manner of subjects. On the other hand, even now I get asked, by teachers, "What exactly is podcasting?".
In other words, podcasting has still not entered the mainstream. It is still largely regarded, where it is considered at all, as a bit of a geeky activity at worst, or an optional extra as best.
Part of the problem, perhaps, is that most books on the subject tend to fall into one of two categories. They either focus on the technical aspects, or are bursting at the seams with examples.
However, all the books I've looked at lack two things: an attempt to provide a pedagogical framework for the activity, and an understanding that podcasting will not have fully achieved its potential until it has become transformational.
Until now.
The authors
It's worth saying a word about the authors. King and Gura both work in education, and each has a convincing resumé. Perhaps more pertinent, however, is the fact that they have been doing educational podcasting for years. This was first in the form of The Podcast for Teachers, and latterly as The Teachers' Podcast.
In other words, they know about educational podcasting from having done it, and also from having interviewed or reported on I should think hundreds of educational podcasters.
The book in a nutshell
What the book aims to do is three things, in my opinion. At one level, it tries to demystify the technical aspects of podcasting. It also gives lots of examples of podcasts and other resources. Where it differs from other books is that education and pedagogy are embedded within it.
I use the term "embedded" because that seems to me to be the most apt, in that it doesn't separate the educational aspects from the technical ones.
For example, there are explanations and advice on what sort of technical set-up to have, what the podcasting classroom requires, and even whether you need to go to the trouble of podcasting, in its true sense, as opposed to making audio files and posting them to a website.
What's hot...
There is lots to like about this book, as I've probably already implied with my opening comments. I think the single key thing for me is that it embodies several principles that are close to my heart. For example, the authors favour project-based learning and action research. Crucially, too, is the adoption of a balanced question/list approach.
This is seen in a number of places throughout the book. For example, there is a cost-benefit evaluation to podcasting which clearly sets out both the potential benefits and the probable costs. As well as being important for any teacher thinking about podcasting -- because you need to go into any new activity with your eyes wide open -- this could also serve another purpose.
One of the things I often advise educational ICT leaders to do, when seeking permission to introduce something new into their practice, is what might be called "objection analysis." That means, rather than blundering into the Principal's office bursting with enthusiasm, only to be felled at the first hurdle when s/he raises a problem, try to think in advance of what objections may be raised, and to think of counter-arguments.
Another example of where the list approach has been used well (albeit in the form of a table), is in the advice on setting up a podcasting facility. Most advice on the subject seems to give just one solution, whereas this book gives three, depending on what you hope to achieve, and your level of experience.
The authors have also (unwittingly, I suspect) indicated how podcasting could be of use in the changes to the curriculum being experienced in England at the moment, in the secondary and 14-19 age groups. Two new sets of capabilities have been introduced, these being Personal Learning and Thinking Skills (PLTS) and Functional Skills.
The PLTS comprise the following:
- Self-management.
- Effective participation.
- Independent enquiry.
- Reflective learning.
- Creative thinking.
- Team working.
At least some of these are addressed explicitly in the sections giving examples of the kinds of activity for which podcasting is suited. In addition, the "Functional Skill" of speaking and listening, which appears in the English Functional Skills specifications, is covered. The reason I mention these facts is that the American origin and nomenclature of the book may put some English teachers off buying it, but I think that would be an error of judgement..... And what's not
As you'd expect, some of the resources named in the book have disappeared since the book was published. That's not a criticism in itself, and indeed a forthcoming second edition will correct that. However, given that everything changes so rapidly on the internet, I'm surprised that there does not appear to be a resource website associated with the book. True, maintaining that would be an overhead in terms of time, but perhaps there are some people willing to take responsibility for maintaining sections of such a page in return for a mention of their own website and a free new edition every so often.
Another thing I found frustrating was the inconsistency in terms of structure. Some chapters have an overview near (not at) the beginning, whilst others don't. Some chapters have a conclusion, others have a conclusion but called a summary, and others have neither. In fact, in this sense the book reads as though it was constructed from a series of articles written at different times. It is disconcerting.
Many of the chapters list resources at the end. What I'd have found more useful would have been a list of resources at the end of the whole book, to save searching all over the place.
In one section there is a momentary lapse into "academese", when the word "praxis" is used. Although it's explained, it is unnecessary. I've been in education since 1975 and never had occasion to use the word, and don't intend to start now!
Finally, a glossary would have been handy at the end of the book too, rather than partial glossaries in some of the chapters.
Quotable quotes
"Above all, we urge integrating technology in critical ways that make it capable of radically transforming teaching and learning."
"In this model educators are expected to consider, plan and take responsibility for assessment of student learning and the curricular project."
Who should read it?
The book is aimed primarily at teachers, but certainly leaders of educational ICT should read it too. Rating
Key
= Don't buy this unless you are fed up with buying useful stuff.
= Not ideal, but any port in a storm.
= It's OK, on the whole.
= Not perfect, but what is? Buy it!
= Stop reading this and order it straight away, by express delivery.
My verdict:
Bottom line
This is definitely one for the bookshelf. It places podcasting firmly on educational ground. There is also a good balance in terms of advice. It gives you enough technical information to be able to tell your technical support people what you need to have in place to achieve your goals. It's not a technical manual by any means, and nor was it intended to be. As far as their objective of demystifying the subject is concerned, the authors have very much succeeded.Purchasing information
- Paperback: 304 pages.
- Publisher: Information Age Publishing (1 Mar 2007).
- ISBN-10: 1593116586.
- ISBN-13: 978-1593116583.
- Size: 23.4 x 15.5 x 2 cm.
If you buy it by clicking this picture, you will be helping me to feed a wife and seven kids (they're not mine, but we're very close). But if you live in the USA, see under "Ordering Information" below.
Stop press!
I emailed the authors to find out when the new edition is coming out, and what changes have been made. Kathy responded by telling me it was due out in a few weeks' time, and included the following changes:
- Updated examples of curricular projects.
- Updated technology choices.
- Elimination of several of sites and organizations that disappeared since the 1st book came out.
- Updated podcasting new media articles and literature cited -- a lot more came out from when they originally published the book
- More emphasis on mew media connections -- not just podcasting. (Kathy explains: "Not that we explain how to do blogs or wikis, but we frame podcasting as part of the larger picture more prominently.")
So, the choice is yours: to buy this edition now, or wait for a few weeks for the second edition to appear.
Ordering information:
The publisher is offering 10% off the paperback price of $39.99 for anyone who phones in. Mention "the Educational Technology: ICT in Education" website when ordering.
Click here for a PDF order form
Click here for a printable HTML order form
Please feel free to order by:
Phone: 704-752-9125
Fax: 704-752-9113, or
Email: order@infoagepub.com
Did you find this review useful? In particular, this review follows a new format I've devised, and I'd appreciate feedback on that. Please leave a comment!
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