I am continually being asked throughout my lessons if students are allowed to listen to their iPods while they complete certain tasks. Whilst I am aware of the different learning styles apparent within my learner groups and that some students learn better by listening to music, I am always a little hesitant at allowing students to listen to their iPods while undertaking these tasks.
Podcasting on the other hand offers a completely new perspective on integrating iPods into classroom pedagogy. My understanding of podcasting is encompasses an individual being able to download a media file (audio, video) from a podcasting server (iTunes) who then transfers this file to an MP3 player or computer (Wikipedia, 2009).
This ICT tool may prove particularly useful with a junior group of learners who are continually engaging with this technology. Some immediate problems I can see with this tool include:
· is that not every student owns an MP3 player,
· it would be difficult in terms of uploading the files to students’ individual iPods
· this tool could only be used for a short 10-15 minute activity (which involves considerable planning, coordination and effort for one short activity that incorporates this tool)
I would personally incorporate the podcasting e-learning tool into the initial stage of the learning design when conveying a new idea/topic/concept to the learners as it provides a more exciting learning medium than a worksheet or textbook would when teaching a new concept. This idea fits in with Oliver’s ICT Learning Design theory which articulates that when incorporating an e-learning technology into pedagogy, it should clearly fit in with the learning design sequence and be a meaningful part of the learning experience (Oliver, 1999).
References:
Oliver, R 1999, Learning Design: The Learning Design Construct, viewed 9 August 2009, http://www.learningdesigns.uow.edu.au/project/learn_design.htm.
Wikipedia 2009, Podcast, viewed 14 August 2009, http://en.wikipedia.org/wiki/Podcast.
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