While reading over the articles I noticed they were six to seven years old. Reading about iPods that have to connect to your desktop made me realize how much technology has advanced in a short amount of time. Now there is an iCloud, iPhones, and a vast amount of technology that can be integrated into education.
Cebeci and Tekdal (2006) state that there are multiple advantages to podcasting within education. Those advantages include "portability and convenience of listening to learning resources anytime and anywhere without requiring extensive technical knowledge" (Cebeci and Tekdal, 2006). I would have to agree with this statement, as I typically have listened to lectures within the Sports Administration masters program to and from work in my car. It's a thirty five minute period where I obviously cannot read, but because of technology I am able to listen to my instructors lecture in my car while driving.
I thoroughly enjoyed Deborah Vess' article on how she utilized iPods at the university level in Georgia. I liked that she didn't use them how most of her colleagues did by simply recording the lecture series. She took it a step above and had her students create podcasts regarding readings and also utilized them for projects. Her students agreed that utilizing iPods "promoted greater discipline in their work habits" (Vess, 2006), as they had to plan more prior to arriving to class. They had to "keep up the reading and preparation, rather than waiting until the last minute to complete everything" (Voss, 2006).
Voss (2006) noted the learning outcomes included the "iPod promoting more reflection and a more sustained attempt to improve oral skills than us usually the case in a traditional classroom."
Obviously, since the students had to spend time reading and creating podcast, they were investing more time in the subject and as a result they learned more.
References:
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.
Cebeci and Tekdal (2006) state that there are multiple advantages to podcasting within education. Those advantages include "portability and convenience of listening to learning resources anytime and anywhere without requiring extensive technical knowledge" (Cebeci and Tekdal, 2006). I would have to agree with this statement, as I typically have listened to lectures within the Sports Administration masters program to and from work in my car. It's a thirty five minute period where I obviously cannot read, but because of technology I am able to listen to my instructors lecture in my car while driving.
I thoroughly enjoyed Deborah Vess' article on how she utilized iPods at the university level in Georgia. I liked that she didn't use them how most of her colleagues did by simply recording the lecture series. She took it a step above and had her students create podcasts regarding readings and also utilized them for projects. Her students agreed that utilizing iPods "promoted greater discipline in their work habits" (Vess, 2006), as they had to plan more prior to arriving to class. They had to "keep up the reading and preparation, rather than waiting until the last minute to complete everything" (Voss, 2006).
Voss (2006) noted the learning outcomes included the "iPod promoting more reflection and a more sustained attempt to improve oral skills than us usually the case in a traditional classroom."
Obviously, since the students had to spend time reading and creating podcast, they were investing more time in the subject and as a result they learned more.
References:
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.