The document discusses how podcasting can revolutionize education similarly to how it has disrupted other industries. It begins by asking if the reader is familiar with podcasting and having created one. It then explains that unlike traditional radio, podcasts can be accessed anywhere, require low-cost equipment to produce and distribute, and have no limits on audience size. The rest of the document provides examples of podcast apps and services, ways to use podcasts in the classroom as a content library, and guidance for teachers and students on creating their own podcasts, including what to record, tools to use, and hosting options.

1. JOIN A REVOLUTION:
PODCASTING IN THE CLASSROOM GOOGLE STYLE
Jason Neiffer
Assistant Director/Curriculum Director @ MTDA
NCCE Tech-Savvy Teacher-in-Residence
Doctoral Candidate @ University of Montana
@techsavvyteach

2. These slides:
http://blog.ncce.org

3. Have you heard of podcasting before?

4. Have you downloaded a podcast before?

5. Do you regularly listen to podcasts?

6. Have you or your students created a podcast before?

7. Podcasting: Listening & Consuming

8. Why a revolution?

10. ü Requires a specific technology to access
content
ü Scheduled and available in real time only
ü Requires expensive technical equipment
to produce
ü Requires expensive technical equipment
to distribute
ü Requires permission to distribute
ü Requires a large audience for economic
viability

12. ü Requires a specific technology to access
content
ü Content is available 24/7, archived to your
device
ü Low cost equipment required to produce
content
ü Low cost services required to distribute
content
ü No permission required to distribute
ü Audience can be large or small due to low
expense

14. ü Requires a specific technology to access
content
ü Content is available 24/7, either archives
locally or streamed to your device
ü Smartphone can be used to produce/edit
content
ü Smartphone can be used to distribute content
ü Expense is less of a divide due to wide
adoption of cell phones

16. What has been disrupted in education?

17. ü Content availability
ü Distribution channels
ü Personal access

18. Demo

19. Desktop vs. Mobile Apps

20. Desktop Apps
• No special
equipment required
• Free software
• Easy to manage in
the background
Mobile Apps
• Portable
• Viewable/listenable
offline
• Archived

21. Desktop Apps
• Traditional Standard:
iTunes (Windows/
MacOS) *
• Chromebooks: Cloud
Caster (link) *
Mobile Apps
• PocketCasts (iOS/
Android) *
• Downcast (iOS)
• Podcasts (iOS)
• Stitcher (iOS/Android)

22. Podcasting as Content Library

23. Traditional Providers

24. Podcast Networks

25. Upstarts

26. Individuals

28. Lab: Download a Podcast

29. Integration
Media
Diversity
• Video and
audio
content
• Diversity of
voices
Information
Orchestration
• Teacher as
“information
orchestrator”
Personalized
Learning
• Free and
available
content

30. Podcasting: Producing & Distributing

33. Three Key Decisions on Publishing Podcasts
What to
record?
• Interview?
• Research
Presentation?
• News?
• Oral
Histories?
How to record?
• Mobile
Device?
• Laptop/
Desktop?
• Editing?
How to
distribute?
• School
webpage or
blog?
• Podcast
service?
• CD/DVD/
flash drive?

35. Desktop Apps
• Audacity (Free,
Windows/Mac)
• Garage Band (Mac)
• Twisted Wave (Chrome)
• Spreaker (Chrome)
Mobile Apps
• Dozens of free MP3
recorders!
• SoundCloud (iOS/
Android)
• Spreaker (iOS)

38. Hosting

39. School Website Hosting

43. Advice for Integration
Limit
Production
Time
Decide
WHAT You
are Grading
Provide
Support to
Students
Temper
Expectations

44. THANK YOU!
Jason Neiffer
Assistant Director/Curriculum Director @ MTDA
NCCE Tech-Savvy Teacher-in-Residence
Doctoral Candidate @ University of Montana
@techsavvyteach
http://blog.ncce.org