NETS•S Flipside: Podcasting

begin working on a longer and more involved project: They will develop a podcast that discusses real–world problems that affect both sets of students. Ms. Crabtree’s class will assign 10 teams to work reciprocally with teams from Malaysia.

For example, one U.S. team will develop a mind map to plan their podcast, write a script, interview their Malaysian counterparts and record the audio, edit the footage, and then post it to the wiki. At the same time, their assigned Malaysian team will be doing the same thing, but reciprocally (same tasks but asking the U.S. team the questions).

Ms. Crabtree asks her students to divide themselves into three-person project teams. Joey, Leah, and May decide to work together and are assigned to work with Ahmad, Zuki, and Anne, Mr. Yu’s students in Malaysia. During their first meeting using VOIP software, the teams discuss technology they’ll use for their project and fill out model releases so that their likenesses’ (image and voice) can be used. Then both teams determine which person will do what for the podcast assignment.

Joey, Leah, and May in Ms. Crabtree’s class begin by planning their project in a mind map. With input from their counterparts, they finalize the timeline for each piece of the podcast project and develop the script on a wiki page, taking turns adding and making changes to the script.

On the day of the recording, Leah and Joey set up the equipment in an empty classroom next to Ms. Crabtree’s class. May performs a test run on the audio equipment before the meeting. After finding that everything is ready, they call their counterparts in Malaysia, and the interview begins. After they are finished, Leah, May, and Joey edit their audio and voiceovers, images, and jingles for intros and exits. On the due date, they post their final podcast. Ahmad, Zuki, and Anne, on the following day, post their podcast, which they recorded after Ms. Crabtree’s students interviewed them. They invite parents, classmates, and teachers to listen and respond to the podcasts.

The following week, the next partner teams post their podcasts on the wiki. This pattern continues until all 10 teams have posted their podcasts. At the end of the school year, the students from both classrooms participate in a final podcast in which they reflect on what they’ve learned and how they’ll keep in touch now that the school year is finished.

NET•S

Standard 2: Communication and Collaboration

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:

2.a: apply existing knowledge to generate new ideas, products, or processes

• Communicating with students in another country requires the use of some type of software, like  VOIP software, wikis, forums, IM or email.
• Recording the interview requires audio recording software and equipment.
• They convert the interviews into a usable format.
• The expert(s) are students in another country.
• They use a variety of digital environments: VOIP software, a wiki, and mind maps.
• They also use a variety of media: sound files, podcast file, and mp3 conversion.

2.b: communicate information and ideas effectively to multiple audiences using a variety of media and formats

• The multiple audiences include parents, peers in both classes, and other teachers.
• They use a variety of media, such are music and voice overs.
• Students use several formats, such as podcasts and written introduction for each podcast on the wiki.

2.c: develop cultural understanding and global awareness by engaging with learners of other cultures

• Students have contact and interaction with students from another country.
• Students discuss global issues that affect both sets of students.

2.d: contribute to project teams to produce original works or solve problems

• Students work in teams to plan, develop, and produce a podcast.

Standard 4: Critical Thinking, Problem Solving, and Decision Making

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decision using appropriate digital tools and resources. Students:

4.a: identify and define authentic problems and significant questions for investigation

• The question asked of the foreign student was a real–world problem that both sets of students were concerned about.

4.a: plan and manage activities to develop a solution or complete a project

• They plan and manage by working in project work teams and using mind mapping for the planning and organization of their projects.
• They completed a project: a podcast on the wiki.

Standard 5: Digital Citizenship

Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:

5.a: advocate and practice safe, legal, and responsible use of information and technology

• In this case, there is limited information, a model release.

Standard 6: Technology Operations and Concepts

Students demonstrate a sound understanding of technology concepts, systems, and operations.

6.b: select and use applications effectively and productively

• Students use the tools (Audacity, Skype, etc.) well.