History to Go: Why iTeach with iPods by Deborah Vess (2005) agrees that use of podcasting in education is advantageous for student learning as technology continues to develop. This article discussed the significance of being able to re-listen to and review the material with podcasts, which is not possible with traditional lectures. In this study, students used podcasts as an educational tool to complete an iPod project, and conducted a survey after completion of the course. Most of the feedback was positive and met the needs of diverse students being able to enjoy the different learning methods that podcasts offer. “The most significant aspect of the iPod project was that it created a learner-centered environment that prompted continuous engagement with course material, and encouraged active learning” (Vess, p. 490). Utilizing podcasts also freed up class time so students can have more class discussions. With these discussions students were able to share ideas and collaborate more effectively with one another.
The article Getting Their iLessons from the FresnoBee.com emphasizes the advantages of a new digital phenomenon of recording classroom lectures and uploading them to podcasts online. Many professors have embraced the technology with a hope that students will access the material multiple times whenever they prefer. Other professors are concerned that podcasts will hurt attendance and ultimately take away from learning. I believe that podcasts are necessary to keep up with technological advancements of our generation and those to come. Professor Sailor said it best, “We need to take a step toward students and start speaking their language.” This type of learning is the future, and the quicker we adapt the more of an impact we can have on student achievement and learning.
Cebeci, Z. & Tekdal, M. (2006). Using podcasts as audio learning objects. Interdisciplinary Journal of Knowledge and Learning Objects. 2, 47-57.
Voss, D.L. (2006). History to go: why iTeach with iPods. The History Teacher. 39(4), 479-492.