Best viewed at a screen resolution GREATER than 800X600  HOW?

                                        gnome-mime-audio20.jpgPodcasting in Education
"Anyone can create a podcast. All over the world, people are creating podcasts on subjects ranging from movies, to technology, to music, to politics and whatever else you can think of. This is new original content made by passionate people who want to share their creativity with the world."

press play to listen to a brief introduction

What is Podcasting?

"Podcasting is a term used to describe a collection of technologies for automatically distributing audio and video programs over the internet ...Podcasting enables independent producers to create self-published, syndicated "radio shows," and gives broadcast radio or television programs a new distribution method.
Any digital audio player or computer with audio-playing software can play podcasts....The term "podcast", however, still refers largely to audio content distribution.
A podcast is not the same as a webcast, which normally refers to a show distributed by streaming media."
From Wikipedia, the free encyclopedia.
In other words, a Podcast is just like a radio broadcast, but over the internet.  Keeping in mind that the podcast can be enhanced by the words and pictures of a web site.

Take a look/listen to these podcasts to see and hear what Podcasting can mean in the elementary classroom...
Ace Kidspodcast-mini3.gif,and The Downs FMpodcast-mini3.gif

thinking ask yourself0.jpg
Listening to these podcasts shows some of the creativity of teachers and students.  Did listening to these podcasts give you any ideas for application in your class.  What sort of topics would your students be interested in reporting on?

How can a Podcast be used a a vehicle for curriculum in your class?

Is this just another "Fad" that will be gone tomorrow.  Does it seem way out of your ability, is it too "tech-y" for you? I'm still confused as to what a "Podcast" is?

"Podcasting is one of the most exciting and wonderfully disruptive technologies to emerge in recent history.  Podcasting is exciting because any one can get involved, express themselves, exchange ideas, or pitch their products.  Whatever interests people have, there is a place for them in podcasting....
Podcasting puts the power to communicate into the hands of the individuals.  Thousands (at the time of the writing of this book)of people are already involved, each as unique as their podcast....
The price of admission is some basic equipment and a desire to communicate - that's all.  Podcasters, with their first podcast can reach a more geographically diverse audience than a radio station with the most powerful AM/FM transmitter in the world....
The whole world really is listening.  Access to such a huge potential audience was a privilege once reserved only for large corporations and governments, but podcasting has changed everything.  The individual has been empowered and given a voice - this means you."
this revolution.jpg
From: Michael W. Geoghegan, Dan Klass. Podcast Solutions: The complete Guide to Podcasting. 2005.

Podcasting: Proof It's Worth It, Proof It works

news thinking.jpgTHIS JUST IN!!...the New Oxford American Dictionary has selected "podcast" as the Word of the Year for 2005.newspaper_aubanel_monnie_02.jpgclick for story
After searching the web, and asking questions in a few Blog forums (what's a "Blog") based on Podcasting and education to see what the validity of Podcasting was as a teaching tool, I came up with a few key articles from the media on the the news papers to see the stories

newspaper_aubanel_monnie_02.jpgThe Seattle Times Education Teachers see iPods as educational tool
Quote from the article:
Using little more than an iPod and a school computer, Gagliolo and her students have been making podcasts — online radio shows that can be downloaded to an iPod or other portable MP3 player. Avidly discussing their favorite iPod colors and models while they made recordings of their poems and book reports the other day, the fifth-graders bubbled with ideas for future subjects.
"We could read parts of books, to show why we like them. We could do interviews. If there's a field trip, we could make a recording of it and post it," said Mohamed El-Sayed, 10. "Kids anywhere will like to hear about us."

newspaper_aubanel_monnie_02.jpgNew Tools Blogs, Podcasts and Virtual Classrooms - New York Times
Quote from the article:

"In building this product weekly, the kids are incredibly motivated to read, research, write, and they're telling me they can't wait to get to school," Mr. Sprankle said in an interview for the June 9 episode of "Connect Learning," another podcast (not affiliated with his school). "You can't just fake it with this show. You've got to own it."

newspaper_aubanel_monnie_02.jpgTell Me a Story - 912005 - School Library Journal
Quote from the article:
"Among the hottest trends going, podcasting lets users download audio files from the Web, store them on digital music devices, and play them at one’s leisure. Commercial outfits and chatty bloggers alike are podcasting, and so are progressive educators, like Chauncey, who are beginning to adopt the communication tool to captivate their students."

newspaper_aubanel_monnie_02.jpgPodcasting Craze Comes to K-12 Schools -
Quote from the article:

"Educators are starting to see how podcasting can help hone students’ vocabulary, writing, editing, public speaking, and presentation skills, said Dan J. Schmit, an instructional-technology specialist at the University of Nebraska’s college of education. Students can also learn skills that will be valuable in the working world, such as communication, time management, and problem-solving, he said."        

newspaper_aubanel_monnie_02.jpgStudents and Teachers, From K to 12, Hit the Podcasts -  The New York Times
Quote from the article:
"A podcast is like few other devices that a teacher can use in advancing a student's development," said Daniel J. Schmit, an instructional technology specialist in the college of education at the University of Nebraska at Lincoln and the author of "KidCast: Podcasting in the Classroom." "It teaches them to do research, to communicate in print, to speak effectively and grab attention with sound."

Listen to Dan Schmit the author of "KidCast: Podcasting in the Classroom" here For more information from Dan Schmit  click here

The general media has recognized that Podcasting is taking off in education.  According to many, podcasting will be around for a very long time, as part of a new trend in the internet, where the user is in control of and creator of it's content.  Educators can bring their students into this new wave in technology very simply with very little added software/hardware that your average school already has.

SDSU.jpgHere's more proof that Podcasting in Education is part of the future of teaching.  Professor Bernie Dodge, Phd is offering one of a series of "Saturday Seminars for Teaching with Technology" titled  Educational Podcasting to future teacher candidates at the Teachers College in San Diego State University,.  In an email to me Prof. Dodge said that, "The podcasting one is the most popular one yet." from their series of Tech in teaching series.  

Keep a look out for courses like this one being offered in a teachers college near you!

thinking man.jpg

What do these student podcasts sound like?
These educators in the articles are having allot of success, but is there a lot of background work to get this sort of thing done?  
Will this add to my work load or make it easier?
All of the educators here are seen as pioneers in the field, am I a pioneer?
What do I need to get started?

thumbs_up_nathan_eady_01.jpgAlso, listen to references to this site on the Kidcast site podcast here:

Podcasting: Working Examples

Listed below are some of the examples of student/class podcasts from around the world. I invite you to take a listen to some of them.  As you listen take note of the subject headings and topics they use, evidence of student research, writing, creativity and quality of oral communication. In general can you see or hear where the curriculum links are in the podcasts?  You will also note the level of technological expertise put into some of the websites that host the podcasts.  Some are filled with explanations and rich content, while others are direct and simple.

thinking ask yourself0.jpg

Does the prospect of doing a podcast seem a little more possible now that you've heard a few of them?
What did you like, or not like about some of the podcasts?
Were you able to hear where curriculum was being expressed?  How would you include curriculum?
What would you do differently?
Would your kids like to hear some of these podcast before you start?
Do you have a school website that you could post your podcasts?

Podcasting and Boys Literacy: Purpose

The internet and technology in general has given this generation of  teachers a new and unique way to, "custom-tailor literacy activities to the interests, learning styles, and motivations of boys." (page 40 "Me Read? No Way!")  I believe that podcasting fits this special mix of technology and literacy activities on a level that has not been used on a wide and useful scale up until the past couple years.

Below are outlined several quotes from the publication "Me Read? No Way!" A practical guide to improving boys' literacy skills .  This publication recognizes several IT and Internet based activities that address Boys Literacy.  My hope is that by addressing some of the key statements in "Me Read? No Way!" we can clearly see why Podcasting fits a literacy model that will help increase the interest boys have in literacy.


“By going public with their responses, boys increase the connections they can make with those who are reading alongside them, where individual responses are both shared and altered by the contributions of the members and often by the nurturing support of the teacher.”
(Booth, 2002, p. 53)

If boys are asked to read and respond to literature in a podcast they will be sharing with a world wide audience, thus creating a potential connection with the world, with unlimited amounts of responses and feed back potential.

Evidence now supports the importance of oral language as a foundation, and an ongoing support, for the development of reading and writing skills. Dorothy S. Strickland and Timothy Shanahan (2004, p. 76) argue that the development of oral language skills is facilitated when children have many opportunities to use language in interactions with adults and with one another. Oral language skills are strengthened when children:
• interact with others, both one-on-one and in groups;
• engage in frequent, extended conversations with adults;
• listen and respond to stories read and told to them.
These activities enable children to describe events, build background knowledge, and enhance their vocabulary.
pg. 28 "Me Read? No Way!"
Podcasting is the use of language to produce child centered content.  Teachers and students can use podcasting to hold interviews, talk about research, interpret news stories, read aloud, respond to literature, the possibilities are as limited as the student and teachers imaginations.

Strickland and Shanahan suggest that young students should also be provided with opportunities for the following kinds of activities to support their developing oral
language skills:
• creating sounds by singing and through other forms of music making
• listening and responding to music, stories, and discussions
• listening for various purposes – for enjoyment, to follow directions, to engage in dialogue with others, to identify patterns in language
• engaging in oral language activities that are linguistically, cognitively, and verbally stimulating
pg. 29 "Me Read? No Way!"
Podcasting allows for students to create background music, teazers, tag lines or just fun noise!  A common topic on many student podcasts are reviews, critiques and reflections of books, movies, news articles, web sites etc.  Other than producing podcasts there are many great podcasts for students to listen too.

Cooper (1997) points out that real-world themes are good vehicles for making crosscurricular connections and for integrating the language arts into subjects across the curriculum. Real-world themes enable students to make connections between the need for good literacy skills and purposeful, real-world activities. By reading and writing narrative and expository texts in real-world contexts, using real-world resources, learners more readily develop an understanding of how reading and writing are used in, and how important they are to, real life. Students come to see the many different types of literature and other texts as real-world resources and as models for their own writing activities.
pg. 39 "Me Read? No Way!"

check.jpgWhat could be more real than creating an actual broadcast that, your class, school, parents, community and the world will have a chance to listen too.  Students will feel real ownership and pride in their productions, knowing they did something that was authentic where they were able to apply class skills to do something fun and challenging.   Students can compare and see how their broadcast compares to professional radio and podcast broadcasting, and be proud of how close they get.  Students will then be enthusiastic to read in preparation for their podcast assignments and roles.

Some Ideas for Podcasting

As you have already heard in some of the podcast listed in this site, there are allot of great ideas for boys and students in general to get them interested and see another purpose to what they read.  You have probably come up with a few ideas of your own so far.

In this section of the site I'd like to share some ideas that I've come up with and some that I've taken from the student podcasts listed.  All of these ideas have some level and amount of reading in them. Keep in mind that not all of the reading is formal novel reading.  As stated in "Me Read? No Way!" boys need a variety of reading sources to really keep interest, so sources like websites, newspapers, advertisements, comics and other media literacy sources should be used AS WELL AS novels.  Our focus is on keeping interest in reading to help foster a better reading attitude and subsequently a better reading ability.

thinking man.jpg

What are my ideas for a podcast, and which ones do I like from the ones I have heard?  Write them down before you forget!
How will I set up my classroom to have my kids start researching/reading and preparing for their podcast.
What reading materials will support my podcast, my curriculum, my boys/kids interest?  Do I have these reading resources?

Before starting a podcast I believe it would be to the students advantage to hear some of what has been produced.  So select a few podcasts or ask students to listen on their own in a computer lab time, by selecting from this site.  If the students have a clear view of the purpose and what is expected of them they will have a much better chance of producing a quality podcast.  Listening to student podcast before you start could also get them thinking of what they would like to do for their own podcast.

The first idea for using reading and podcasting involves the idea of "Radio Stations" and is more of a class management scheme for junior classes to help the teacher manage the production of the podcast elements.  "Radio Stations" is just that, stations within the class that students work at to research and create (not record) the elements of your "Radio"/Podcast broadcast.  If each "Radio Station" is given a set of clear instructions (possibly in a work sheet format) with the needed materials to read and produce then small groups of students can work independently. The teacher could then work with each group as needed.  I would suggest a thorough modeling and explanation of what is expected for each "Radio Station".  I have given general explanations of what is required, but it is up to every teacher to fit curriculum into their own class in their own creative way. Depending on your grouping selections, or if you let the kids choose based on their own interests, make sure that students rotate to different stations after each podcast is produced.
Pictured below is a representation of what "Radio Stations" could look like in your class...

radio stations-0_1.jpg

Advertising is something that could be made to be a fun part of your podcasts.  If students learn about persuasive writing and the tricks of the advertizing trade they could read magazine and web ads to try and emulate these advertising tools (from The Education Center, Inc. THE MAILBOX Intermediate April/May 2001 issue):
Loaded Words: Using words that appeal to the emotions, rather than the facts.  E.g. The sporty new design of our cars will make you feel like a teen ager again!
Plain Folks Approach: Using words that appeal to common people instead of the rich or privileged. E.g. As a homemaker like you, I want a product like Easy Glow that makes my floors shine.
Testimonial: Using a famous person to endorse a product. E.g. Michael Jordan uses it should you!
Bandwagon: Trying to persuade someone to join the group. E.g. Don't be the last person in your neigbourhood to get a Lawn Happy mower.
Opinions as Facts: Using the personal opinion of the speaker or writer as a fact.  E.g. Vita Vitamins is the best brand in the market.
Unsupported Generalities: Making bold claims and empty promises without supporting them with facts.  E.g. We are the best at what we do!

Students could advertise real products by first reading about them (e.g. going to the "Coca-Cola" product info site click here ).  The students could then give the product a different name when they advertise it on the podcast (e.g. not "Coca-Cola", but "Fizz-o Pop").  We don't want to give any big name companies extra advertising do we.


Using a live audience (the class) is something you may want to consider when recording your podcast.  Some segments of your podcast may need laughs or claps so why not use your class.  This way everyone is involved.


Use the vocabulary of podcasting and radio broadcasting, like bumper music, segment and teaser as often as possible and incorporate them into the students new media language.  You can get a list of these terms and more from the Radio Willow site, click here.  Use of the language and lingo of broadcasting will help make the experience as authentic as possible.


Produce a parent newsletter, or create an audio version of the school news letter.  This is a great way to start simply!


Create an online "Reading Buddy" Podcast.  Have students read story/picture books onto a podcast.  As they read have them make observations or ask prompting questions as they read.  When the books are all read on podcasts other students can access them on line to read along to, at home or in class. For a working example by a librarian click here .

How to go about it: Curriculum and Class Management

When putting the idea for your show, start with a purpose.  Unless the teacher has something in mind, giving the students control of the theme or form the podcast would give them further ownership of the production.  Using brainstorming to get all the ideas out onto chart paper or the black board will help students see all the ideas and potential for what they can do.
Be honest with your students let them know the curriculum you want to address in this podcast, and that yes, this will be very fun and "cool", but there is going to be some work done too!  Other than the obvious IT curriculum being addressed in the technical producing a podcast, the reading curriculum specifically, can easily be addressed:

Grade Level of Expectation(s)
12202005_93114_0.pngReading Curriculum
Possible Podcasting Application or Idea
All grades
1. read and demonstrate an understanding of a variety of literary, graphic, and informational
texts, using a range of strategies to construct meaning;
2. recognize a variety of text forms, text features, and stylistic elements and demonstrate
understanding of how they help communicate meaning;
3. use knowledge of words and cueing systems to read fluently;
4. reflect on and identify their strengths as readers, areas for improvement, and the
strategies they found most helpful before, during, and after reading.
- Read aloud a variety of materials to report, discuss, and analyze. News papers, novels, school newsletters, jokes, scripts, their own writing etc..
- Have students emphasize on the clarity, and emotion.  Read according to the theme of the article they are reading (is it funny, serious, sad, dramatic?).
- Retell, Relate and Respond to various pieces of literature.  Novel responses, critique and recommendations.
- Students could to a variety show based on the readings of their own poems, stories, dramas, speeches, paragraph types, and other writing forms.
Grade 1
1.3 identify a few reading comprehension strategies and use them before, during, and after reading to understand texts, initially with support and direction
- Have students read their favourite short stories and ask each other questions about the story.  A Quiz show format could be used here.
Grade 2
1.8 express personal thoughts and feelings about what has been read
- Have students create short reflections on the emotions they felt for a particular piece of writing.  A segment on the emotions that books give us is one idea.
Grade 3
1.5 make inferences about texts using stated and implied ideas from the texts as evidence
- A "prediction podcast" could feature predictions on a partially finished book/story, featuring students guesses at the next or final event to a book, the show could end with the actual end being read.
Grade 4
1.1 read a variety of texts from diverse cultures, including literary texts (e.g., myths, plays, short stories, chapter books, letters, diaries, poetry),...
- Students could select various fairy tales or sonnet from the Middle ages and create short radio dramas, much like those in the early days of radio.
Grade 5
3.1 automatically read and understand most words in common use
3.2 predict the meaning of and rapidly solve unfamiliar words using different types of cues...

- Create a "story of words" show where students analyse the origins and uses of various words.  Check out for a show that does just this!
Grade 6
1.4 demonstrate understanding of increasingly complex texts by summarizing and explaining important ideas and citing relevant supporting details
-Have students summarize newspaper articles on a weekly basis to give a brief summary of world, national, and local events.  Assign different reporters like: Fashion, Environment, Politics, Technology, Sports etc..
Grade 7
1.9 identify the point of view presented in texts, including increasingly complex or difficult texts; give evidence of any biases they may contain; and suggest other possible perspectives
- Have students agree or disagree with various opinion based articles or web sites on subjects they are interested in.  Video reviews, and other product reviews could be used here.
Grade 8
1.4 demonstrate understanding of increasingly complex and difficult texts by summarizing important ideas and explaining how the details support the main idea
- Create a broadcast of the research that they have done.

washington 1.jpgWhen creating the podcast with your students have the students create scripts of what they are going to say. Have them get as close to memorizing the script as possible, and be comfortable with what they are reading to avoid too many "takes" of a segment.  Be careful that when they do read that they don't sound to "robot-like", their speaking should be as natural as possible."Dry Run" through the podcast to get a feel of how long and how the cast will sound.  I have developed an online area where students can work on and keep scripts, if you are a user of FirstClass software this is possible

In the book "Kid Cast: Podcasting in the Classroom" the author Dan Schmit suggests thinking in "Time lines" to plan your show, where, "Each piece of content will fall along your podcast's time line."  You may want to illustrate your podcast time line on chart paper or an overhead, or better yet on a computer dataprojector!  That way the kids can see the podcast and grasp how it's going to flow and where they will be presenting.  Having individuals or small groups in charge of small parts of the podcast will make it easier to plan out.

Here's a basic example of a podcast time line: time line.jpg

newyork times pic.jpgEstablish a rule for your students when using their names.  To provide personal safety for the students enforce the rule that no last names are to be used.  If they like try using pseudo names, The Downs FM  makes a practice of having the kids use names like "DJ Toad", this can add another level of fun.  Also make sure the students don't give any details that reveal their schedules, for example, if they ride their bike down a certain street, or even if they wear particular clothing.  We don't want to have the students identified for anything other than the school they attend and possibly their first names.

Once you're all practiced and ready to record, find a quiet spot in your class, or school and get your equipment together...

Here is a possible checklist that can be used as a Formative assessment and guide for you and your students: PDF of this list click here

The Technical Stuff

As reported in Education Week (Published: December 7, 2005) here is an excerpt of "How to create a podcast" (see inset to the right)
1: Record sound using a digital audio recorder or an MP3 player with a recording function, such as an iPod, and a microphone. Or, you can skip this step by recording directly onto a computer’s hard drive via the machine's imbedded microphone.
2: Transfer the sound from your recording device to a computer.

3: Edit the sound and add music, voice-overs, or other audio elements using production software such software like Audacity.

4: Compress the finished product into an MP3 format.

5: Post the audio on a Web server.

It can be a simple as those 5 steps, and I'm sure in the near future it will be made much simpler.  

Some of the physical things, or "Hardware" you will need are:
1) A computer with an internet connection and a large enough hard drive to hold your podcasts hard drive.  Most computers come with a sizable hard drive, but if you're using older equipment you may want to get a larger hard drive (over 20 gig at least). If you want to keep things portable and simple, many laptops also have microphones built in.  Keep in mind a 20min podcast can take up about 18megs of information.

comp mic 1.jpg
head mic.jpg2) A microphone.  Like I said many laptops come with built in microphones, but the sound quality is low.  As the authors of "Podcast Solutions: a complete guide to podcasting" suggest, "Many would argue- and rightfully so- that the microphone is the single most important piece of equipment piece of hardware...".  If you want your podcast to sound REALLY good you can spend a REALLY large amount of money (some are as expensive as $4000!!).  Your best bet is to purchase a USB microphone for around CDN$50 and under.  A suggested microphone by the authors of "Podcasting Solutions: a complete guide to podcasting" is the Audio-Technica AT2020 Microphone cost: CDN$125.  But consider that you'll need a mixer to run your high end mic through, like the Alesis Multimix 8 USB sound mixer costing about CDN$215.  To avoid use of a mixer think of using the Samson CO1U USB mic, the first affordable studio condenser mic with a USB interface.

ipod recorder.jpghand held recorder.jpg
3) This is also an option you may want to take if you plan to do allot of recording "in the field", i.e. away from the computer itself, on location interviews, or recordings on field trips.  Handheld Digital voice recorders are now out that record voices very well, and convert the voice into files your computer can read (MP3).  There are also many MP3 players (including the iPod) that have voice recording options and attachments.  All you need to do is to transfer your recordings onto the computer you'll be editing your sound with. The authors of "Podcast Solutions: a complete guide to podcasting" suggest the iRiver line of MP3 player/voice recorder.

There is one program or piece of "Software" that you will need, and it is FREE!

12142005_24310_1.jpgAudacity is a piece of sound editing software that is used by many if not most Podcasters.  As quoted from the book "KidCast: Podcasting in the Classroom", "What is Audacity?  Audacity is a free, easy to use, software-based audio recorder and editor.  It is cross-platform so, it does not matter whether you are using Windows, Mac OS X, GNU/Linux,.  With Audacity, you will be able to record live audio using your computer's sound input and then do some simple editing to the recording and then export it as an MP3 file so that it can be placed on a web server..."  Audacity is available at . I won't go into how to use Audacity here because the site provides an excellent set of tutorials, click here. I found the tutorial by Dan Eliot and Daniel James particularly good and very simple.  
BUT WAIT!  You're not done, once you've got Audacity downloaded and ready to go, you need to down load a feature that lets Audacity make MP3 Files (what is an MP3?). It's called a LAME MP3 Encoder.  Here is how to get it and what to do when you get it....Thanks to "KidCast: Podcasting in the Classroom" for some guidance on this.

On a Windows Computer to get the LAME MP3 Encoder:
2. When you have the LAME on your computer, UNZIP it (decompress it) and save the file "lame_enc.dll" somewhere on your computer.  I saved mine in the Audacity file, it doesn't matter, as long as you don't accidentally delete it later.
3. When you first use Audacity to "Export as MP3", Audacity will ask you where the lame_enc.dll is saved.  So remember where you saved it!
On a Mac OSX computer to get the LameLib file:
2. When you have downloaded the file, use the Stuffit Expander to extract the files.
3. When you have the LameLib file on your computer save it somewhere on your computer.  I saved mine in the Audacity file, it doesn't matter, as long as you don't accidentally delete it later.
4. When you first use Audacity to "Export as MP3", Audacity will ask you where the LameLib is saved.  So remember where you saved it!


Other than Audacity, if you use a Mac OSX, Dan Schmit of "Kidcast" suggests GarageBand (part of the iLife Suite).  As a user of iMovie, the use of GarageBand is not too steep of a learning curve.  If you would like an excellent "how-to" on Audacity or GaragBand "KidCast: Podcasting in the Classroom" has tutorials on both of these programs.

A suggestion to the teacher would be to do the editing of your Podcast in a data projector so that the students can see the process and become involved in what the final product sounds like.

Once you have your podcast completed, saved on your computer, and made into a file MP3 format (what is an MP3?)'s time to post your podcast audio file on the web! Being that every school board has it's own method to doing this, you will have to investigate how to do this, or have your resident school "techie" do it for you.  If you'd like to make things "fancy" take a second look at some of the podcasts sites to see what they are doing to make their podcasts visually stimulating as well.

Down Loads

Links and Resources


"KidCast: Podcasting in the Classroom" by Dan Schmit. Publisher: FTC Publishing.

Purchase this book here:

Subscribe to the authors podcast here1292005_13208_0.png what is this?


"Podcast Solutions: The Complete Guide to Podcasting" by, Michael W. Geoghegan , Dan Klass. Publisher: friends of ED, an Apress Company.  

Purchase this book here: Chapters/Indigo Books

Podcast directory for educators, schools and colleges
 Podcast directory for educators, schools and colleges
12202005_103801_2.pngPodSafe Music Network

On the Cutting Edge-ucation

12202005_103858_3.pngRadio WillowWeb - Glossary

12202005_104618_6.pngThe Education Podcast Network.URL
 12202005_104808_7.jpgMake Your First Podcast - Your Audio and Video Learning Resource on the Internet

Russell Educational Consultancy and Productions

12202005_110639_10.pngPodcast Logos Feeds

1242006_90853_0.jpgPodcaster Conference.

About my school and Podcasting

school.jpgMy School Maple Grove PS (Gr K-5) is in a low density suburban area with a high socioeconomic population in Southern Oakville, Ontario, Canada.  Our Boys literacy standings are as follows from our 2004-2005 Gr. 3 EQAO results (at right).  For the complete statistics and standings within the board and province go to the EQAO web site:

As you can see there is a general gap between the Males and Females in grade 3 for Reading, Writing and Mathematics.  Of concern for this discussion is the Reading gap which was 23%.  The concern for our staff is shrinking or eliminating this gap in literacy and numeracy.

As the Ministry of Education document "Me Read? No Way!" suggest some of this gap may be an expression of lack of interest, and/or lack of appropriate strategies used by teachers.  I have proposed the use of podcasting in the classroom to elevate interest in literacy among boys, if not all students.  Based on approval from my administration, I submitted an application/proposal for a grant from the "Halton Learning Foundation" to fund the hardware needed to begin using the podcasting in Maple Groves for the 2006/7 year.  We started Radio Maple Grove as a small club and through use in class, and I have been promoting it's use as a class tool/strategy with staff. Radio Maple Grove is a place where audio about books, speeches, and other school happenings are showcased.

In my own class I have used the First Class "CHATT" accounts each student has in Halton (what is First Class or CHATT?).  Using our Class Conference we have an area on line to do our script and segment work for our podcasts (see here).  Through this conference we keep all of our work in one place, organized, and readily available for others to see and comment on.

Above all, have fun with this new technology, you and your students will be pioneers in the educational podcast genre!

If you do produce a podcast and would like to have it posted here please contact me, I'd love to hear from you.  If you have something to add or a critique of this site please contact one is perfect.

E-mail Shaun Else

Thank you,

Shaun Else
Grade 5 Teacher Maple Grove PS, Halton District Board of Education
Class Site:
School Site:
Or Call 1-209-644-0686 to leave me an MP3 voice mail!
website statistics