Podcasting for change

Technology in

Cla

ss:

A Help

or a

Hin

drance?

Ann Garla

nd ED 6

90

Podcasting for Change

How Does Technology Impact

Student Attitudes and Achievement in Class?



1. What are some of the behaviors that indicate poor student attitude in class?

3. How will podcasts change student attitudes in class?

5. How do podcasts change student language skills?

7. What do students think about podcasts in class?


Review of Literature

umerous areas inform this study

3.ult imedia Learning

(Modality Effect, Cognitive Load)

4.ew Digital Literacies

(Technology for New Skills, TPACK1)

6.est Practices in Classroom Podcasting

(Didactic vs Discursive, Collaborate in public )

1Technological Pedagogical Content Knowledge


Methodology


Action Research Time Line


Data Collection Tools - teacher1.Teacher Observation Questionnaire

for Students A & B, Pre- and Postintervention 2. Teacher Evaluation Tool of Student A & B Artifacts, administered after 2 podcasts

Scale: 5-very high, 4-high, 3-average, 2-low, 1-very low

WritinggQualitiesStudentt A Studentt B

CreativityGrammarVocabularyIntegrationnoff classs contentSophisticationOveralll effect

Teacherr Evaluation

1.. Studentt A/BB iss preparedd forr classs11 Alwaysssss 22 Sometimesssss 33 Rarelyyyy 44 Neverrr

2.. Studentt A/BB payss attentionn whenn II presentt neww material...11 Alwaysssss 22 Sometimesssss 33 Rarelyyyy 44 Neverrr

3.. Studentt A/BB participatess inn groupp work...11 Alwaysssss 22 Sometimesssss 33 Rarelyyyy 44 Neverrr

4.. Studentt A/BB turnss inn assignments...11 Alwaysssss 22 Sometimesssss 33 Rarelyyyy 44 Neverrr

5.. Studentt A/BB offerss answerss withoutt beingg prodded...11 Alwaysssss 22 Sometimesssss 33 Rarelyyyy 44 Neverrr


Data Collection Tools - researcherObservation Checklist in Class for Student A & B: Days 1-10

Rating Scale:1-Always, 2-Frequently, 3-Occasionally, 4-Seldom, 5-Never, 6-Off-task

Checkk list:: Dayss 1-100

Students A B A B A B A B A B A B A B A B A B A BActivityy inn class

Iss preparedd forrclass

1 5 1 5 1 5 1 5 1 5 1 5 1 4 1 4 1 4 1 5

Payss attention 1 5 1 5 1 5 1 5 1 5 1 5 1 3 1 3 1 4 1 4Worksscooperatively

1 5 1 5 1 5 1 4 1 4 1 4 1 3 1 3 1 4 1 4

Turnss innassignment

1 5 1 5 1 5 1 5 1 5 1 5 1 5 1 5 1 5 1 5

Answerssspontaneously

1 5 1 5 1 5 1 5 1 5 1 4 1 4 1 4 1 5 1 5

Otherr -- Mathh HW 6 6 6 6 6 6 6 6Otherr -- iPhone 6 6 6 6 6 6 6 6Otherr --miscellaneous

6 6 6 6 6 6 6 6

Totals: 5 43 5 43 5 43 5 36 5 42 5 41 5 25 5 31 5 28 5 41

Dayy1 Dayy2 Dayy3 Dayy4 Dayy5 Dayy6

poster debate

Dayy8Dayy7 Dayy9 Dayy 10

Audioodebatedebate


Data Collection Tools - Students

Student Survey 1&2 Student Survey 31. Ratee yourr recordingg experience...

1.. Veryy difficulttt 2.. Difficultt3.. Fairlyy easyyy 4.. Veryy easyyy

2. Pleasee explainn yourr ratingg above...

3.... Speakingg Frenchh iss fun..1.. Stronglyy disagreeee 2.. Disagreee3.. Agreeeeee 4.. Stronglyy agreeee

4.. Describee thee assignmentt byyyyyyyychoosingg thee optionss thatt apply....1.. Itt wass difficultttt 2.. Itt wass easyyy3.. Itt wass funnn 4.. Itt wass boringggg5.. Itt wass usefulll 6.. Itt wass useless..

1.. Beforee usingg podcasts,, rateeeeeeeehoww comfortablee youu weree speakingg French???1.. Veryy uncomfortablee2.. Somewhatt uncomfortablee3.. Fairlyy comfortablee4.. Veryy comfortableee

2.. Afterr usingg podcasts,, rateeeeeeeehoww comfortablee youu weree speakingg French???1.. Veryy uncomfortablee2.. Somewhatt uncomfortablee3.. Fairlyy comfortablee4.. Veryy comfortablee


1. What are some of the behaviors that indicate poor attitude in class?

Student B’s attitude and behavior improved during the intervention

RESULTS BY INQUIRY QUESTIONS

SS iss prepareddforr classs SS payss

a en onn ass TTpresentss neww

materiall

SS par cipatessinn groupp workk SS turnss inn

assignmentsss SS answersswithoutt beingg

proddedddd

Neverrr

Rarelyyy

Some messs

Alwayss

Observedd Studentt Behaviorrr

Teacherr Observa onnoff Studentt BBBPre-- andd PostInterven onn

Thee lowerrthee bar,, thee moree appropriatee thee behaviorr

Studentt B,, Weekk 11 Studentt B,,, Weekk 88


Student B’s behavior and attitude changed over the 30 days I tracked her behavior.

2. How will podcasts change students’ attitudes in class?During the intervention, Student B’s attitude and behavior showed remarkable improvement. She performed

more on-task activities and spent less time on off-task activities such as doing her Math in class.

00

55

100

155

200

255

300

355

400

455

500

FirsttObserva

onnPoste

rr

DebateeDebatee

DebateeAudioo BBCC

Podcastt 11Scrip

tt

Podcastt 22 LabbFuturee

Quizlett

Pronounss

Podcastt 33

PreBreakk

1stt Backk

Wksheett

Podcastt 44

Tota

llSco

reePe

rrDayyy

offSt

uden

ttBeh

avio

rr

Classs Eventss

Observa onnChecklistt off Studentt BBoverr 300nonconsecu vee dayss

Lowerr linee indicatess moree appropriatee behaviorrStudentt BB


After the intervention, Student B’s language skills showed positive results in grammar, vocabulary, integration of class content and sophistication.

3. How do podcasts change student language skills?

Crea vityy Grammarr Vocabularyy Integra onn offclasss contentt

Sophis ca onn

Teacherr Evalua onnoff Studentt BBAr factssPre-- andd Pos nterven onn

Thee higherrthee bar,, thee be errthee characteris cc

Studentt B:Weekk 11 Studentt B:Weekk 88


More students thought it was fun and a useful assignment at the end of the research.

4. What do students think about podcasts in class?


0%%

50%%

100%%

Itt wass usefullItt wass uselesss

Perc

enta

geeoff

Resp

onse

ss

Describee thee Podcas nggAssignment:::Itt wass useful,, itt wass useless..

Surveyy 11 Surveyy 22

44%%

46%%

48%%

50%%

52%%

54%%

Itt wass boringg Itt wass funn

Perc

enta

geeoff

Resp

onse

ss

Describee thee Podcas nggAssignment::Itt wass boring,, Itt wass fun...

Surveyy 11 Surveyy 22

discussionModality effect. (Moreno & Myers, 1999) When students listened to podcasts on the BBC website in class, the combination of simultaneous audio and visual input improved learning.

I saw how sharing podcasts with peers in a public arena motivated and challenged the students. Collaboration and authenticity were key. (Lee, McLoughlin, & Chan, 2008)

I experienced how cognitive load can compromise learning. My students were frustrated by not being able to record on and send from their cell phones. it reflected negatively on the experience. (Chen, Chang, & Lee, 2009)

Not all students in the study appreciated using the cell phones to create French podcasts and needed scaffolding. (Demouy & Kukulska-Hulme, 2010)


FOR TEACHERSBehavior is not an indication of learning.Scaffold students in need.

FOR STUDENTSThe more public the activity, the more authentic the activity.The more authentic the activity, the more motivated the learner.

FOR TECHNOLOGY SPECIALISTSUse the right combination of multimedia, avoid a heavy cognitive load. Refer to TPACK for content-appropriate multimedia.

IMPLICATIONS


Education

Podcasting for change