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Plugging into Students' Digital DNA: Five Myths Prohibiting Proper Podcasting Pedagogy in the New Classroom Domain

In the spring of 2006, California Polytechnic State University (San Luis Obispo) experimented in a formal pilot of limited scope to examine if podcasting technology is truly a viable asset for improving teaching and learning outcomes. The authors have found that despite the numerous journal articles deciphering podcasting technology, few discuss the impact upon university students from a pedagogical perspective.  In this article, the authors will specifically analyze their preconceived notions (myths of podcasting pedagogy) and the device's design propensity for educational impact through both quantitative and qualitative methodologies. What specific educational contributions stem from adapting, adopting, and diffusing dynamic podcasting technology as a communication device in the classroom domain? Three core concepts will be examined, which currently challenge the technological and academic implementation of podcasting pedagogy: 1) Method: Toy vs. Tool; 2) Content: Novelty vs. Knowledge; and 3) Delivery: Convenience vs. Competence.
Keywords:
Technological Myths, Digital DNA, American with Disabilities Act, Technology and Learning, iPods in the Classroom, Online Teaching Tools, Podcasting Pedagogy
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More about this material

Material Type:
Open (Access) Journal-Article
Date Added to MERLOT:
July 7, 2014
Date Modified in MERLOT:
March 11, 2021
Authors:
 
Submitter:
Barbra Bied Sperling
Hispanic Serving Institution
Primary Audience:
College General Ed, College Lower Division, College Upper Division, Graduate School
Mobile Compatibility:
Not specified at this time
Technical Requirements:
Adobe Reader for pdf
Language:
English
Cost Involved:
No
Source Code Available:
No
Accessibility Information Available:
Unknown
Creative Commons:
Creative Commons License
This work is licensed under a Attribution-NonCommercial-NoDerivs 3.0 United States

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