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Podcasts in the English Language Arts Classroom: Three Multimodal Technology Integration Models
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Abstract
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An eTech Ohio Action Research Grant Report, the study addresses the research question: How can I use podcasting to help increase student achievement? In the interest of a district commitment to technology integration, podcasting was integrated into existing activities to engage multiple modalities while targeting identified academic content standards; activities included: (a) vocabulary acquisition, (b) literary analysis, and (c) public speaking. Attempts were made to compare performance and perceptions with student modality preference. (A) An imagerich podcast was used on a voluntary basis to supplement a vocabulary notebook prepared for weekly word study. Participating students demonstrated and reported an improved performance on a weekly matching quiz when the podcast was used to supplement the vocabulary notebook for preparation. (B) An audio podcast was used to record and review small group literary discussions; students were asked to demonstrate the skills of analysis and making a specific reference to the text as support. The skills were developed in the verbal mode by recording, replaying and assessing small group discussions, and then the skills were assessed in the written mode. While 64% of participating students reported that the audio podcast assisted their skill development and 44% of participating students demonstrated improvement in skills, no definitive correlation could be made between skill practice in the verbal mode and skill demonstration in the written mode. (C) A video podcast was used to record and review student public speaking in the form of an oral book share. Seven students completed two oral book shares for comparison during the defined data collection window. Because of the small sample, only anecdotal evidence was collected to demonstrate an increase in student performance.
Full Report - Podcasts in the English Language Arts Classroom: Three Multimodal Technology Integration Models
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Authors
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Ryan Rish
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School/District
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Newark High School, Newark City School District
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Grade(s)
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10
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