Switching+Intro+and+Conclusion

Technology applications have changed the landscape of modern classrooms. To be sure, effective uses of technology in contemporary classrooms have revolutionized the way progressive teachers provide learning opportunities, and the manner in which students engage in the learning and growing process (Dale, 2007). Advanced instructional technology applications in the form of digital media such as streaming videos, audios, blogs, and wikis have permitted today’s students to personalize their learning tasks and create student-centered classrooms. Personalization of learning tasks combined with technology applications have proved highly motivational among students of all ability levels (Abell, 2006). Two new forms of digital media have currently entered the modern classroom, podcasting and screencasting. Although not widely used in K-12 classrooms  (Hew, 2009), these digital medias are promising instructional tools in the way that they motivate students to work harder and for longer periods of time on content centered curriculum (Borja, 2005). They also tend to actively engage students in cooperative meaning-making among same-aged peers (Dale, 2007). Noting the ability of podcasting and screencasting to pique and maintain the interest of students, teachers have begun to explore the rich potential of podcasting and screen casting offered within their areas of content expertise (Dale, 2007; Huann & Thong, 2006). According to Huann and Thong (2006), the word podcast was created by merging the words ‘iPod’ and ‘broadcasting.’ Today, the term podcasting refers to a digital form of online programming, referred to as a subscription feed, whereby audio and/or video may be downloaded for playback at any time once the subscription is established (Dale, 2007). Produced in the form of a talk show or music program, podcasting is, “....a series of digital media files...released episodically and downloaded through web syndication” (Wikipedia, n.d.). Persons who subscribe to the feed are automatically updated when new casts are uploaded. Since 2004, podcasting has become the most prevalent in K-12 and post-secondary education  among all the other digital media applications, (Gribbins, 2007). The podcasting trend started with teachers posting their lectures so students could download and listen to them as needed. Podcasting later evolved into a students’ creativity domain. In this regard, students began producing podcasts related to what they were learning and exploring. Digital media broadcasts, via student-created podcasts, tend to promote student-centered learning environments while promoting collaborative learning (Huann & Thong, 2006). This paper will examine the implementation of podcasting in K-12 content areas and its significance and challenges in application and research. 