So why would we want to create our own podcasts? First, we live in the age
of information and technology. This is the most obvious and self-evident reason,
because we can. How many of us use cell phones compared to how many of us
still use wall-mounted rotary phones? How many of us create our class exercises,
activities, exams, and syllabi with a word-processing program compared to
how many of us still create our documents on a typewriter? How many of watch
a color TV, even a flat-screen HD plasma TV compared to how many of us still
have a black/white TV? How many of use go to work in a car compared to how
many of use go to work on a horse and buggy? Right? So let’s just all
agree that at least this point is self-evident.
Another reason to create podcasts is because the medium is engaging, stimulating,
multi-dimensional, interactive, and dynamic. Sometimes textbooks can be flat
and one dimensional. And because we live in the age of information and technology,
many of our students, not all, are from the YouTube, email, internet generation.
They will increasingly expect some forms of multi-media in their classrooms.
The colors, fonts, sounds, animations, graphics, and images are no longer
a novelty, but instead mainstream.
Networking worldwide is another great reason. For me personally, one of the
things that I find the most exciting is the ability to interact, network,
share, and communicate with the global, worldwide, international ESL community.
Think of all the “internet colleagues and acquaintances,” future
collaborators, and students you can affect, influence, teach, and learn from!
I also really like the idea of a certain degree of telecommuting which is
fast becoming a trend for the future. “Working” from home is very
convenient. It reduces our carbon footprint on the world. Of course, I use
“telecommuting” loosely with podcasting. But as English instructors,
we can create podcasts in the comfort and convenience of our home and share
them around the world!
And finally, in my estimation the last reason is the most important and critical
one. Podcasting is just plain fun and exciting for the creator! So many different
ideas, projects, possibilities, and opportunities exist. All you need to do
is find one that works well for you!
So now that we’ve romanticized creating our own podcasts, it’s
time for a splash of cold water in the face, a reality check because it’s
not all fun and games. Several challenges and difficulties exist.
One of the challenges is costs. You at least need an up-to-date computer,
preferably with high-speed internet access. Then you need various forms of
software and other accessories like a microphone or camcorder. I remember
when I bought my second video software. I didn’t like the first one
because it was slow and limited. So I bought my second one online and waited
for about 10 days which seemed like a long time. I was so excited when it
finally arrived. I threw it in my computer to install and my computer kicked
it out with an error message indicating I didn’t have enough memory.
Oh no! I was shocked and disappointed. I didn’t know what to do. I tried
a couple more times and read the technical specifications and learned that
I needed a new computer. I quickly got online and ordered a new computer that
cost me $1,000. I never planned on incurring this additional cost. Sometimes
the costs of electronics and their accessories can “nickel & dime”
us. These costs can prove an obstacle for many of us.
Another challenge and difficulty is that we volunteer our time. The traditional
and conventional approach to education is aligning ourselves to our program
curriculum, textbooks, course outlines, and learning outcomes. Our contractual
obligation requires this of us. Not all our podcasts fit neatly into our program
curriculum. Many of us may want to focus on cooking, gardening, sports, travel,
etc. because these topics impassion us. Sure we can put an ESL/EFL spin on
them, but they might not neatly fit into our program curriculum. So any material
we develop above and beyond our immediate curriculum is volunteer work. However,
volunteering our time isn’t necessarily a bad thing. I remember I published
a few articles in our local newspaper and I got a modest stipend for my writing.
So when my first published articles came out in the CATESOL News and another
academic journal I was surprised to hear from the editors that all I get is
a pat on the back and accolades. All of these articles were volunteer work!
I never got a dime. But for me it’s been worth the time. So ultimately
we need to decide for ourselves how much time, energy, money, and effort we
want to devote to our podcasts.
Now I think program curriculum is a real interesting dynamic, so this also
proves to be another challenge. The explosion of ESL internet content is really
expanding the paradigm and changing the educational framework. In many cases
our personal internet content might exist independently of our program’s
curriculum. Our content and school’s curriculum may intersect only a
few times throughout the term. Traditionally we teach to the physical locale,
our school, the students in class, and the textbook. Online we teach to our
heart, passion, and creativity and hope the students and other educators will
follow. This completely expands the educational paradigm and shifts the framework.
As a result, our online content may experience some resistance when we try
to include it in our classrooms. Head teachers, division chairs, and senior
faculty may look discouragingly upon it.
Another challenge is a relative “steep” learning curve. I put
steep in quotes because some people take to computers like a duck takes to
water. But much of the technical side discourages and intimidates people.
With our own online content, not only are we educators, curriculum directors,
and graphic designers, but we are also tech support. These factors can thin
out the crowd right rather quickly. Learning some of the more advanced software
programs like Dreamweaver, Adobe Photoshop, Premiere Pro, Quicktime Pro, Audacity,
etc. will prove challenging for many of us. “Steep” is a relative
term, but ultimately we have to teach ourselves.
The future is coming, so we can all conclude that technology, learncasting,
twittering, social networking, blogging, podcasting, etc. will only grow in
popularity. Our students will increasingly expect us to incorporate multi-media
in their classrooms. I remember back in 2004. I was in a job interview and
one of the interviewers asked me what ESL computer programs I have used, and
I quickly named about three of them but then went on to say, “Oh but
I’ve created a couple web pages that are online resources for students.
I made quizzes and have other content.” The interviewer quickly interrupted
me and acted somewhat like I was changing the topic and not answering his
question. So I then just rattled off the three programs I previously mentioned
and left it at that. But I was somewhat disappointed because in my estimation
his question was so outdated. That question was akin to asking me if I know
how to turn on the computer and check my email. That was like asking me if
I can do a Google search. Commercial ESL computer programs are user friendly,
so the depth of this interview question really only assessed if one can navigate
a program and if one’s comfortable with the interface. In my estimation,
this doesn’t require any special skill. That was an outdated question
in 2004, I’m even more convinced it’s outdated today! Instead,
I think better interview questions could follow a line of probing like what’s
your understanding of emerging technologies in education and learning? Have
you created any online content? If so, what and can you share with us some
of the posts, emails, or replies you’ve received about that content.
What are some of your favorite ESL web pages? What would we find if we did
a Google search on you? How do you incorporate multimedia and technology in
your class, and when do you think it’s too much?
I think this example just illustrates the increasing influence of emerging
technologies in education and learning. In my estimation, if we embrace this
trend we’ll be ready for both the job market and the YouTube generation
of students. The question is, “What will your role and participation
be in this trend?
Emerging Technologies in Education and Learning: Podcasting
“Whose video camera is that?” I asked one of my ESL students.
“It’s mine!” he replied. “Wow, that’s a nice
camera,” I thought to myself. “I like making videos,” he
continued. Such was the impetus for creating teacher-student DVDs with grammatical
structures reflecting my class curriculum. Within a few weeks, I was recording
students recite their “script” with my new DVD camcorder.
Although I felt I conceived this idea on my own, I was pleasantly surprised
one day when I searched for ESL videos in YouTube. Hundreds of teacher-created
videos came up. Later I discovered Podcast Alley, Feedburner, and The Education
Podcast Network. These three online sites have thousands of both audio and
video podcasts. Some are professionally created, but most are created by teachers
just like you and me. The increase of video podcasts just illustrates the
relevancy, benefits, advantages, and popularity of emerging technologies in
education and learning.