Charmeika Tarrence

Bellarmine University
Written Component
The term podcast means personal on demand. It provides platforms for the creation and
sharing of user- generated content (Smythe & Neufeld, 2010). This lesson, using podcasts, met
all of the standards. It met the ILA Standard 2.2 students are making a reading-writing
connection by having students read the book and taking their writing piece and reading it aloud
on the podcast. It increases awareness and comprehension of the text. Retelling that is normally
done verbally is being written and then read. Students also learn about the power they have over
the written language to make their writing clear, precise, and engaging to their readers (Davis &
McGrail, 2009). It also meets standard 5.1 students are using print, digital, and online resources.
The written work, digital use of the creation of the file, and allowing students to publish the
podcast for the teacher and possibly others to listen to supports this. Allowing the students to
create their podcast gave them control. Podcast are nontraditional, and allowing them to use this
medium in authentic activities motivates them which creates an environment that optimizes the
students use of this technology (Putman & Kingsley, 2009).
The Podcast activity supported the ISTE standards 2. Communication and collaboration
b) Communicate information and ideas effectively to multiple audiences using a variety of media
and formats and 6. Technology operations and concepts a) Understand and use technology
systems. Students are working together when discussing the text, verbally retelling, and verbally
discussing the retelling graphic organizer. Students are showing their understanding of the
technology when they successfully create the Podcast. The activity supported the KTS 6.1 Uses

available technology to design and plan instruction and 6.2 Uses available technology to
implement instruction that facilitates student learning. Elementary students often lack an
understanding of how their writing comes across to readers (Davis & McGrail, 2009). Podcasts
engage students actively. Listening to the podcast requires students to analyze and modify their
writing to make it clearer. These skills are critical for improving the quality of their writing
(Davis & McGrail, 2009). Student produced podcasts increases motivation, higher-level
thinking, and improved writing and listening skills (Putman & Kingsley, 2009). Students are
using the laptops or iPads to view the instruction of how to create the podcast and to create the
podcast. The headphones are necessary to allow them to focus and the microphones allow them
to record with the assistance of the Audacity web site.
The activity met all of the requirements of TPACK. Podcasts offer opportunities to
introduce or reinforce information from the classroom (Putman & Kingsley, 2009). Technology
was considered carefully. The Podcast use to record their writing to play back and revise
supported choosing the best technology. Students can use iPads or laptops to record it. The hard
copy of the Retelling Graphic Organizer was better, as lots of information would need to be
documented. The same is said for the written paragraph. Large poster size models of the Graphic
organizer and paragraph sheet is also best to model the I do part of the lesson. Using the
SMART board and laptop to model how to record the podcast is efficient and effective. The
content was addressed by having students focus on retelling a text by using key details that are
documented and used from the retelling graphic organizer. This demonstrates their understanding
(comprehension) of the text.
The activity also supported the CCSS RL.1.2: Retell stories, including key details, and
demonstrate understanding of their central message or lesson. Students use a graphic organizer to

track the key details from the text to write a paragraph retelling the text and then records it as a
podcast. The overall paragraph and podcast will support their ability to retell the story.

References
David, 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), (522-529).
Putman, S. M., & Kingsley, T. (2009) The Atoms Family: Using podcasts to enhance the
development of science vocabulary. The Reading Teacher, 63(2), (100-108).
Smythe, 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).