Artifact Introduction: During our fourth week in multimedia class, we were to gain familiarity with Audacity, an audio recording, and editing program and explore different podcasts. We recorded a test recording to make sure our audio sounded okay and to get feedback from our peers. We also critiqued a podcast of our choice based on, interest, quality, format, speaker voice, and music. Keeping these ideas in mind, we were asked to create the first episode to our very own podcast. I chose to create a podcast series titled “¿Qué Dice?” that I will use as Spanish homework for this year. As a side note, I teach in a 4th grade dual language class where most of the students are learning Spanish and struggle with the language because they don’t have enough experience with it inside and outside of the classroom. For this reason, I am constantly looking for ways to make Spanish fun for them and keep them engaged and learning.
I fell in love with my idea of having a podcast for listening comprehension homework. I think the students are going to love it as well! The idea of this podcast will be for students to listen to my recording of instructions in the target language, SPANISH, to create some sort of an artifact (illustration, slideshow, model, etc.) and then turn it in the following week. Each week will be a new podcast with the task to create a new artifact. This will help students focus on listening comprehension in a fun activity and will give them the opportunity to hear Spanish outside of the classroom and do something with it.
For this beginning episode, I introduce what ¿Qué Dice? will be all about and give students instructions on how to access, be successful with and turn in the assignment for this podcast. Next, I do a short and sweet first assignment to give students an idea of what to expect in the future. For this first assignment, students listen to my instructions, completely in Spanish and create a monster. I give them instructions on how to draw the monster first (quantity of arms, the shape of the body, etc.) and then tell them how to color and cut it out. I close the podcast in English to remind them that they can listen to the recording as often as they want and the due date.
Reflection of Learning/Standard Connection: The modality principle states that individuals learn better when listening to audio narration rather than on-screen text. In this podcast, the students will be listening to me speaking in Spanish and not seeing any text at all. The redundancy principle states that having both on-screen text and narration is redundant and impedes learning. (Clark & Mayer, 2011) Therefore, creating a Podcast is ideal for this situation because there is no redundancy. While creating the podcast I kept the narration in mind to ensure that I was speaking clearly and pausing in order to allow students to follow along, especially during the Spanish instructions.
- AECT Standard 1.2 Using: For this podcast creation I had to use Audacity (& all of the effects it offers) to create a podcast that enhanced my abilities and ideas as an educator.
- AECT Standard 3.1 Creating: I created a podcast which facilitated the employment of the modality and redundancy principles in presentations.
- AECT Standard 3.2 Using: While creating this podcast I had to keep the narration in mind to ensure that I was speaking clearly and pausing in order to allow students to follow along, especially during the Spanish instructions.