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Kristina Garcia

Podcast Written Component


29 June 2016

Introduction
A podcast is a digital broadcast that can be uploaded to the Internet in order to share with a wider
audience. Because of the relative simplicity of creating a podcast and the need to reach 21st
century learners in new and effective ways, more and more teachers are turning to the use of
podcasts in their classrooms. In fact, it is appealing because learners can create content
relatively quickly and easily, often collaboratively, with the intention and capacity to reach an
authentic audience. Podcasting does not require a high level of technological knowledge, its
product is reusable and portable, and it supports learning in that the creative process (Smythe &
Neufeld, 2010, p. 489). As teachers, we utilize the standards which details of integrating
meaningful technology into our instruction. However, many teachers resist technology because
of the fear that it will be too challenging for themselves or have had very little training. Through
incorporating a podcast, teachers will find an easy yet effective way to create meaningful
interactions with technology that supports learning. This lesson I hope to bring into my
classroom on a trial run. I believe the students will quickly adapt to the procedures and find it
helpful with the lessons and assignments. Previously, I used iPads to assess students learning
through Edmodo. While the data was powerful, it did not excite students as they need something
more to engage in during and outside of class. I believe creating podcasts will be an incredible
addition to the class dynamics by making students self-sufficient in the use of podcasts, by

allowing them to listen, assess, and track progress, and by having teacher and peer feedback
provided to them.
Standards
International Society for Technology in Education
This lesson meets Standard 1 of the ISTE, students demonstrate creative thinking, construct
knowledge, and develop innovative products and processes using technology, with particular
attention to 1d., Identify trends and forecast possibilities. The main purpose of conducting
fluency assessments is to identify personal trends such as what areas of fluency does a student
need to address, and then to set realistic goals by forecasting the possibilities based on trends
noted. Students can also do this for each other through peer and group assessment. By creating
podcasts and being able to listen to them more than once, students are able to construct
knowledge of the components of fluency, as well as how to work towards goals. If we want our
students to be confident, effective communicators in the coming decades, we must prepare them
to communicate through digital media (Dlott, 2007, p. 80). A positive self-confidence boost of
being able to be confident and effective communicators is oral fluency. Therefore, through
identifying their own fluency trends and setting growth goals, students are able to become
confident in their communication skills in the areas of fluency and technology.
It also meets Standard 2, students use digital media and environments to communicate and work
collaboratively, including at a distance, to support individual learning and contributing to the
learning of others, with attention to 2a., Interact, collaborate, and publish with peers, experts, or
others employing a variety of digital environments and media. Through the use of podcasts,
students are able to interact with peers by listening to and assessing recordings using self-grading

rubrics. The pdf files are an addition for the student to follow when completing their
assignments. They are very user friendly and easy to access from the classroom Weebly page.
By using the rubrics, students will be able to interact with the expert (teacher) in a more
authentic way, give peer feedback, and assess themselves honestly.
It attends to Standard 3, students apply digital tools to gather, evaluate, and use information, in
particular to 3d., Process data and report results. By using the rubrics, students will apply digital
skills through using technology to record a podcast, research a topic of choice, communicate
with peers and the teacher, and apply a research paper for the assignment. Through this process,
students come to a deeper understanding of fluency. According to Putman & Kingsley (2009),
Todays students are immersed in a world providing constant access to various ICTs, and
application of this technology is rapidly becoming a regular part of their everyday lives. Thus, it
is natural that educators, including those who focus on literacy, increasingly that Podcasts can be
valuable tools (p.100-101). The use of podcasts allows students to access the recordings
anywhere and with the ability to listen repeatedly in order to attend to all components of fluency.
Students already use their headphones on a daily basis for entertainment, so the addition of using
Podcasts to generate literacy and assignments for class is an added plus. They will also be able
to access assessments throughout the year, allowing them to hear their own growth as the year
progresses. This will be an educational lesson for the end of the year activity.
Standard 4, Students use critical thinking skills to plan and conduct research, manage products,
solve problems, and make informed decisions using appropriate digital tools and resources, is
met, in particular 4c., Collect and analyze data to identify solutions and/or make informed
decisions. This is a key factor in how podcasts can assist in developing growth of oral reading
fluency. As students are able to analyze their own datato see where they are and exactly how

they can become more fluent readersthey are put in control of their own learning. By making
the simple shift to podcasts and allowing students to hear past recordings as many times as
needed and to hear their own growth, the fluency assessments become more authentic. Likewise,
having the opportunity to give and receive peer feedback creates an invested learning community
one that supports the growth of others.
Kentucky Teaching Standards
Standard 6 of the Kentucky Teaching Standards are all met through this lesson. This standard
includes the use of available technology to:

design and plan instruction

implement instruction that facilitates student learning

integrate student use of technology into instruction

assess and communicate student learning

demonstrate ethical and legal use of technology

This lesson meets the Kentucky Teaching Standards through an adaptation of a resource through
the Read Write Learn website for teachers (RWT, 2016). By designing instruction that builds off
of an evidence-based lesson, it shows the use of thoughtful integration of technology. The
podcasts involved only add to the benefits of the lesson and create more ease and authenticity.
Further, by creating my own podcast of how to assist the students with directions which allows
students access anywhere and anytime, this facilitates student learning not only inside the
classroom walls, but also outside of them on an individualized and needed basis. The main use
of the podcasts will be the student use of the technology, both in creating their own podcasts and

evaluating others podcasts. The highlight of this lesson is the ability to assess and communicate
student learningthrough self, peer, and teacher assessment. The podcasts will demonstrate the
ethical and legal use of technology.
International Literacy Association Standards
Standard 1.2, candidates understand the historically shared knowledge of the profession and
changes over time in the perceptions of reading and writing development, processes, and
components, is met through this lesson. Podcasts have taken the traditional audio broadcast and
transformed it into a portable, digital media (Putman & Kingsley, 2009, p. 101). Similarly, by
taking the old way of fluency assessments where students sit and listen to present day 21st
century literacy skills, students can create podcasts that can be accessed anywhere, anytime, and
multiple times. This lesson will transform how students are able to learn.
Standard 2.2, Candidates use appropriate and varied instructional approaches, including those
that develop word recognition, language comprehension, strategic knowledge, and readingwriting connections, is also met through this lesson. Working on specific elements of fluency
(expression & volume, phrasing, smoothness, and pace) allows students to analyze specific word
recognition, how fluency impacts comprehension, and strategic knowledge of the components of
fluency. Students will enjoy listening to themselves.
Standard 2.3, Candidates use a wide range of texts (e.g., narrative, expository, and poetry) from
traditional print, digital, and online resources, is met through this lesson by the use of grade-level
texts. With this assignment, students are allowed to choose their own texts which is appropriate
for discussion, with teacher approval. This will allow for deeper analysis of the kinds of goals
that need to be set for each student based on genres, syntax, and vocabulary.

Standard 5.1, Candidates design the physical environment to optimize students use of traditional
print, digital, and online resources in reading and writing instruction, is met through both the use
of a fluency station as well as the use of podcasts. The fluency station allows for students to
access recordings at convenient times and independently. The use of podcasts allows for students
to access recordings outside of school or from their own devices in school.
Common Core State Standards
The following Common Core State Standards are met through this lesson:
KY.CC.8.RI.1. Cite the textual evidence that most strongly supports an analysis of what the text
says explicitly as well as inferences drawn from the text.
KY.CC.8.RI.2. Determine a central idea of a text and analyze its development over the course of
the text, including its relationship to supporting ideas; provide an objective summary of the text.
KY.CC.8. W.7 Conduct short research projects to answer a question (including a self-generated
question), drawing on several sources and generating additional related, focused questions that
allow for multiple avenues of exploration.
KY.CC.8. W.8 Gather relevant information from multiple print and digital sources, using search
terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the
data and conclusions of others while avoiding plagiarism and following a standard format for
citation.
These are met through the nature of this lesson. The goal is that students will be able to read
multiple genres of texts on the high ends of grades 8-12 independently and proficiently. In order
for this to happen, students must have ongoing experiences with fluency and comprehension

work. The ability for students to listen to, assess, and track their own growth will contribute
greatly to these goals.
TPACK
Content knowledge is met through this lesson by using evidence-based assessments in order to
monitor student fluency. By creating common language to assess and discuss fluency, students
become empowered to engage in their own as well as each others learning. Knowledge of
pedagogy is met through allowing students to have a stake in their own learning. Allowing
students to access their assessments, evaluate and create goals for themselves, and to engage in
peer feedback creates active learning. Further, through the use of podcasts, gradual release of
responsibility is shown. Students will now create and access older podcasts independently.
Also, integration of effective technology is apparent through the use of taking a best-practice and
making it more accessible and manageable through the use of technology. It also demonstrates
the process of using podcasts to create long-term goals for students. Davis and McGrail (2009)
states, This approach is not one to be used daily in the classroom but rather used selectively and
purpose fully from time to time (p. 528). Through the thoughtful use of podcasts and
assessments, this technology only enhances the already-purposeful lesson.
Conclusion
The use of podcasts in order to assess oral reading fluency, use technology for research, and read
appropriate grade level texts will be a new venture for me and my students in the fall. I solely
relied on the assessments last year through Edmodo quizzes and documentation, however, I
found myself overwhelmed and searching for the time to gather, record, and analyze the data.
The use of podcasts will help me to manage assessments and will allow for students to take an

active role in these assessments. I truly hope that the podcast fluency assessments will be as I
have high hopes for using them regularly.

References
Davis, A. & McGrail, E. (2009). "Proof-revising" with podcasting: keeping readers in mind as
students listen to and rethink their writing. The Reading Teacher, 62 (6), (Mar., 2009), 522-529.

Dlott, A. M. (2007). Creating podcasts inspires elementary studentsand prepares them to speak
through digital media. Educational Leadership., 64 (7), 80-82.
Putman, M. & Kingsley, T. (2009). The atoms family: using podcasts to enhance the
development of science vocabulary. The Reading Teacher, 63(2), 100108.
Smthye, S. & Neufeld, P. (2010). Podcast time: negotiating digital literacies and communities
of learning in a middle years ELL classroom. Journal of Adolescent & Adult Literacy, 53(6),
488 496.
Website Evaluation Forms and Documents
http://www.readwritethink.org/files/resources/printouts/Podcasts.pdf
http://www.readwritethink.org/files/resources/interactives/persuasion_map/
http://www.readwritethink.org/files/resources/lesson_images/lesson1173/creating.pdf
http://www.readwritethink.org/files/resources/lesson_images/lesson1173/persuasive.pdf
http://www.readwritethink.org/files/resources/lesson_images/lesson1173/elements.pdf

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