Unit 4 - Google Docs and Podcasts

In Unit 4, we focused on Google Docs in our technology exploration. I must admit that I am surprised that I have never used Google Docs previously with the vast amount of online courses that I have taken. The GREAT thing about Google Docs is that you can access them anywhere. So, that means, if I am at school and started writing a test the night before but forgot my “jump drive” at home, I would be able to access my work as long as I uploaded it to Google Docs. Using Google Docs would be a simple solution for students who start a paper in the classroom and want to continue editing/writing at home. In the past, I have had to allot too much time in class for students to work on writing assignments based on the fact that their work was saved to the school server and the information could not be accessed from anywhere but the school. Google Docs would allow for writing to start in the classroom and continue at home with specific due dates enforced. Also, I believe that Google Docs would allow for students to work on projects collaboratively without having to “meet” at someone’s home or other location.

After uploading several documents throughout the semester to Google Docs, my only complaint stems from the fact that PowerPoint presentations cannot be uploaded. I was able to create slides within Google Docs; however, I was unable to upload my slides, created in PowerPoint, to my account. This was somewhat disappointing, especially since I planned on having students upload their PowerPoint presentations to Google Docs during a program that I teach in the summer. Perhaps I was doing something wrong, or there is another way to upload PowerPoint to the site. I will continue to research this so that my PFL students can benefit from Google Docs when working on their summer projects all over Millersville campus.

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Chapter 3 of Herndon focused on Podcasts. I was introduced to the term “podcast” during a graduate course that I was taking during the spring of 2005. It was interesting to find out that podcasting only began in the fall of 2004 (Hendron, 2008, p. 48). At the time, I had no idea what my colleagues were talking about. I assumed that a “podcast” was something that was associated with an iPod. Hendron (2008) explains that “podcasting is a process of publishing/broadcasting on the web that uses Really Simple Syndication (RSS) to deliver multi-media content to end-users” (p.47). Now, that definition did not make perfect sense upon first reading; however, it did make me think of the show “One Tree Hill.” On this show, Peyton Sawyer, often broadcasts events from her life in the form of podcasts and webcasts. Thinking about that show allowed me to have a mental image of podcasting.

Hendron (2008) goes on to talk about the ways in which podcasting can be beneficial in school environments. It can be a means to conduct staff development, school-to-home communication tool, teachers can create podcasts of their lessons for students who are absent, and can be used as a means of assessment with students creating projects. While podcasts can be useful in school settings, one major disadvantage would be the lack of computers/Internet access at home for students and parents. Also, if parents are not familiar with podcasts, they may be reluctant to listen to them. With this in mind, school districts need to provide training to teachers, students, and parents. With proper training, podcasts can be a valuable tool in any educational setting.

Matt Villano talks about the importance of proper planning and research when creating a podcast in the article “Building a Better Podcast.” He suggests that “podcasting is a lot like speechwriting. Educators must train students to know their audience, pick a theme, research talking points, and practice. Organization is key. Like speeches, podcasts require a beginning, middle, and conclusion” (Villano, 2008, p. 30). With this in mind, students will most likely spend time in the library researching topics for podcasts. Villano suggests “In many cases, podcasts are the result of a day or two in the library, where students are encouraged to research a particular subject as they would for a term paper” (2008, p. 31). Thus, here is a prime example of how librarians and educators will work together to use new technology in educational settings. As a former high school English teacher and future librarian, I truly embrace the idea of podcasting. Creating a podcast requires planning, following a process, conducting research, and editing, all of which are similar aspects taught when writing a research paper. Consequently, podcasting may appeal to those students who do not like to write. Instead, they can follow the same process and procedure that would be required of gathering information for a paper, but can present the information in a different format. To me, this is a form of technology that truly speaks to “digital natives.”

Hendron, J. (2008). RSS for educators: Blogs, newsfeeds, podcasts, and wikis in the classroom. Eugene, OR: International Society for Technology in Education.

Villano, M. (2008). Building a better podcast. THE Journal, 35(1), 30-37. Retrieved September 27, 2009, from Academic Search Complete database.