Podcasting and Vidcasting in science and health

Until this course, I had never thought of using the forum of podcasts in the classroom…and now the possibilities are endless, but my initial concern is having the time to research and implement these ideas. However, the technology for podcasting is very accessible for most students and it is not very complicated or time consuming so it really does lends itself to simple integration in the classroom.
The most obvious benefits are to help integrate more listening opportunities for those students who are auditory learners, but after reading all of the posts and articles, the reach is much larger than that. Podcasts could really be a wonderful and important tool for teaching students how to listen properly which is a major learning gap that I see in my own classroom.
In the following pages, I am going to outline and discuss three applications for podcasting and vidcasting: two for an intermediate science class and two for an intermediate health class.

Health Applications
This year was the first year I was asked to teach the health component of the physical education program for grade 7 girls. I was a little nervous at the beginning to discuss topics such as body image and self esteem because I clearly remember what a tumultuous time this can be for girls at this age. We traditionally used booklets to follow and learn about these topics, but I felt that wasn’t the proper forum for encouraging a free flow of ideas in the classroom. As an alternative, we had many brainstorming sessions about what body image is and what influences how we determine our own image. Having a computer connected to a projector in my classroom, I incorporated (unknowingly at the time) my first use of a vidcast into the discussion. I used the Dove product website to access some of the “Real Beauty” commentaries and video clips (which are very powerful and moving). I had no idea how the students would respond, but they were really interested in the videos and this lead to very meaningful and interesting discussions. By watching other girls share their stories, I think it helped the students to think about themselves, how they feel and that they are not alone in their struggles. Next, the students were asked to keep a written journal regarding their own body image for the next few weeks. As a way to integrate this technology even further, I would have the girls do a journal in the form of a podcast; I feel that speaking about their feelings could lead to a more open and honest look at why they are feeling the way that they do. The students would be required to send the teacher the podcast privately, but could indicate to the teacher if it was alright to share their entries with the rest of the class. I feel that this forum would allow more honesty because it is often difficult to get past the perceived judgment of others but the podcast could allow them the freedom of privacy, and if they wanted to shear their ideas, it would be very easy for a teacher to organize that.
In the sex-ed component, I would love to implement some of the digital stories I found on the web regarding relationships and even very powerful ones regarding sexual assault. There is a great site put together by the Texas Association Against Sexual Assault (www.taasa.org) which is running a campaign called “Speak Up. Speak Out.”
The basis for this campaign is pod and vidcasts of women who have bees assaulted or who have been close to someone who has been assaulted. The videos are very powerful (probably appropriate for a senior class) but very moving. Sometimes speaking about these issues loses the impact of the damage it has caused and the strength of the women who survive and want to help others. Speaking as a teacher on the topic, sometimes I feel that I have not done the topics justice, but the incorporation of these digital stories is just what I think the students need to hear and see to really understand such important topics.

Science Applications
I feel lucky to be a science teacher in a time where technology and the environment are at the forefront of discussions in the media and society in general. Although I feel there are endless possibilities for application of podcasts/vidcasts and digital storytelling in my classroom, I will outline two that I will implement next year. The first will be an extension to an activity that I have the students do in the classroom: a PowerPoint presentation on a scientific career. They are asked to research a science-related career, put together a presentation and deliver it to the class. I do this activity because I feel that some students do not realize the wide spread applications of science and the many different careers associated with the subject. Next year, I will have the students do the presentation, but I will have them incorporate a short podcast/vidcast of an actual professional who works in the field that they are presenting. They could even show video of their profession at work. I feel this will give the students in the class more of a connection to the career and give them a chance to really see what the career involves. I have had students in the past do interviews and write about them, but now, I could have them record the interview and include it as a podcast.
The second activity would be to replace my “science question of the week” with a vidcast/podcast activity. Currently, I post a written question of the week on Monday, and the students have until Friday to answer the question and submit it to me via a mailbox outside of the classroom. Next year, I would like to post podcasts/vidcasts related to current scientific issues for the students to listen to or watch. A site like Science Friday (www.sciencefriday.com/feed) provides numerous resources to challenge and inform students. The students could send me a podcast of their answers/comments on the topics. This would also be a great way to assess their listening skills: are they really getting or understanding the information that is presented?

Podcasting and its related applications have opened my eyes, ears and mind to the many applications that the computer and technology have to offer. The more I read about, the more I realize the endless applications and tools that can be accessed on the Internet, and I feel it is my obligation to help students use the computer for more that just chatting and research – the possibilities are endless!