Main Challenges of the Case
The use of podcasting has potential to assist distance education that students access lesson assignment and feedback in the form of audio or video (Madiope, 2017). Podcast can be used to provide listeners an opportunity to distribute new acquired knowledge through sharing it with their peers. Brown and Kay (as cited in Davila, 2014) says “it can be technologically challenging for the instructors” and takes so much time especially when the instructors don’t have much knowledge and experience. The result may not generate the best quality when they don’t have proper training ( Santos & Sally, as cited in Davila, 2014) because producing best quality of audio could provide strong effect on learning and retention (Clark, 2013). The audio or video editing can be challenging. Such Black frames and razor remnants, loss due to computer crash, mismatched audio levels are some common problems that editors mostly encounter (Videomaker, 2001. For those beginners and still learning, the best thing to do is to always refer to guidebook and communicate with tech support.
The Importance of the Technology
New technology has always-great influence on education. There are some institutions investing technology to enhance their students learning. Podcasting offers the opportunity to instructors to easily give students the lesson content. Research found that the students perceive podcasts to be useful in increasing their understanding of material covered in the lectures (Cheung On Tam, 2012). It has a strong effect in enhancing the student grades (Copley & Lazzari, as cited in Tam, 20012). Creating podcast permits our learners to develop several significant skills, examples researching, writing, speaking effectively, solving problem, managing time, grabbing attention and improving vocabulary (Educators Technology and Mobile learning, 2012). Educators must have proper training on this kind of technology. It draws the attention of individual’ academic for higher learning.
How It Applies to My Country
Podcasting in America is huge and growing and have an estimated with 39 millions who have listened to a podcast, (Kim, 2015). It is an opportunity for every teacher and student to acquire information by using podcast in our institution. Podcast can be use as a resource created by others, a resource created by teacher or a project created by students (Preston, as cited in Beamish & Brown). Based on my observation and experience, educational tools in my institution needs to be modernized. As I’m learning in creating podcast, I can use it effectively in my classroom. This could be the best idea to allow them to record their favorite story or poem and this could be another resource of other students in their literacy. Also, it helps make other students talk who usually shy to talk in the class. It can be used as alternative teaching method other than using traditional teaching tools. Research found that “students had positive attitude to the use of technology in the classroom and many saw it as increasing the relevance of their learning experience”( Beamish & Brown, 2012). Our institution needs a financial support to afford new educational tools, computer assistance and training for educators, that for them, students will be provided with a higher standard of education. As Tarmo (2015) believes that the “lessons of good teachers are interactive, individualized, and engaging.
Digital audio technology creates an almost endless supply of content, such podcasting is a free service that allows users to listen on their own computer or other digital audio players (Watson, 2017). The Bible is full of guidelines and promises that we as users of life, when experiencing trouble, have manual (Bible) to turn to, to correct our mistakes and look at Jesus best characters. His message is clear and open to all the users all over the world. The Bible says, “Blessed are those who hear my voice and keep it”. The Bible and the Bible alone has the great message of hope that we need to keep and put into practice.
Beamish, P. & Brown, J. (2012). Podcasting in a classroom: Case study. Teaching and professional Practice. Retrieved from http://research.avondale.edu.au/cgi/viewcontent.cgi?article=1140&context=teach
Davila, S.S. (2014).Instructor utilization of podcasts in the online learning environment. MERLOT Journal of Online Learning and Teaching, 10(3)
Clark, D. (2013) YouTube another MOOP (Massive Open Online Pedagogy) Learning will not be televised, it will be digitized. Retrieved from http://donaldclarkplanb.blogspot.com/2013/02/youtube-another-moop-massive-open.html
Kim, L. (2015). Reasons Your Business Needs To Be Podcasting. Retrieved from http://www.inc.com/larry-kim/5-reasons-your-business-needs-to-be-podcasting.html
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Tam, C, (2013).The Effectiveness Of Educational Podcasts For Teaching Music And Visual Arts In Higher Education. Research in Learning Technology, DOI: 10.3402/rlt.v20i0.14919
Toikkanen, T. (2015).MOOP: the next step beyond MOOCs. Retrieved from http://tarmo.fi/blog/2015/04/moop-the-next-step-beyond-moocs/
Videomaker, (2001).Computer Editing: Common Editing Problems. Retrieved from https://www.videomaker.com/article/c3/8163-computer-editing-common-editing-problems
Watson, S. (2017). How Podcasting works. Retrieved from http://computer.howstuffworks.com/internet/basics/podcasting.htm