What was the impetus for the creation of vidcasts/video podcasts? 
 
 
I. Background of the Emerson Project.  
 
Around 2003 or 2004, the Public Schools of Stark County along with the Stark  
County Educational Service Center had the inception of a project to dispaly  
examplary writings of junior high and high school students. The Language Arts and 
English teachers wanted a means to recognize the writing achievements of students 
who display an exceptional talent with the English language.  
 
A decision was made to create a web site which would be a resource for the  
teachers, giving them links to sites and other resources which could assist them in 
their lessons. The web site was also was to be a means to display student work through 
a student electronic magazine (E-zine), hoping the E-zine would spark more student interest in writing. The E-zine was to be divided into the following categories: nonfiction, memoir, 
response to literature, poetry, music, short fiction, drama, visual art. 
 
The website was created and assisted teachers with Ohio’s English Language 
Arts Academic Content Standards made up of ten standards K-12. Besides the displaying 
the content standards, links to Professional Organizaions, Resources, Student E-zine, and a 
Calendar of Events were added to the website. 
 
The website may be viewed at the following URL:  
http://cardweb.stark.k12.oh.us/Emerson/index.html 
 
 
 
II. Frustration of developing the Student E-zine 
 
To understand the frustration associated with the E-zine, one just needs to view the 
guidelines for submission:  
http://cardweb.stark.k12.oh.us/Emerson/ezine.html 
 
Following Guidelines 1 and 2 seemed to be easy for the teachers, but the next four steps created much anxiety for many of them. The anxiety over Guideline 3 became evident at 
one of the English/Language Arts Roundtables. Quite a few of them were not familiar with 
sending attachments via e-mail, and there were a variety of e-mail applications being used by 
all. 
 
Guideline 4 was not so overwhelming for the teachers, but it turned into a nightmare for me. 
Many articles were sent to me without student names, no school or district IRNs and not 
teachers or student codes.  
 
Then, Guideline 5 seemed to be easy, but questions arose about the HTML format. Even 
though the teachers did not need to know HTML, many teachers had problems saving 
the documents as HTML. 
 
Finally, Guideline 6 was easy for some students but was difficult for others. The average  
student did not have experience with all the technical considerations which were asked of 
them. Too, many teachers lacked some of the skills for the graphic or sound conversions. 
 
When all of the frustrations from the Guide Lines were viewed and evaluated, no student 
works were ever placed into the E-zine pages. Another approach had to be developed. 
 
 
 
III. Three years ago, the Stark County Educational Service Center and SPARCC, the ITC  
providing technology services for a two county area which incorporates approximately 
28 school districts, began to introduce the staff to many articles and books on 21st 
Century Skills. It was at this time I began to be interested in the idea of podcasting and how  
it could be integrated into teaching and learning. So, I took some workshops in podcasting  
and using iLife ‘06 - Garageband, iTunes, iPhoto, iMovie, and iWeb. In late Spring ‘06, the 
light bulb turned on. I reviewed the online article, “21st Century Skills: Will Our Students 
Be Prepared?”  
http://www.techlearning.com/shared/printableArticle.php?articleID=15202090 
Key elements 2, 4, and 6 stood stood out in bold print in my mind. I also read some other 
online articles and blogs:  
http://www.speedofcreativity.org/2006/02/12/unimproved-ends/ 
http://www.publishingstudents.com/Motivator.html 
http://www.podcastercon.org/share/index.php?title=Session_Work_Page 
http://www.unlvrebelyell.com/article.php?ID=8829 
http://www.downsfm.com/ 
 
Therefore, in late May ‘06, I met with some members of the Emerson Project and described 
to them my ideas of abandoning the development of a stagnent, inactive webpage approach  
of the electronic student magazine to podcasts or student work. With podcast episoded 
the audience could hear, see, and feel the “inner soul” of original student work. We  
discussed the similaries among works of literature, music and art; we concluded that the  
Emerson Project podcasts would incorporate original student work in those three areas. 
 
 
 
IV. The Sanctury Podcast was born. The following applications were used in preparing the  
student work: Photoshop for graphics; Garageband for recording the students’speeches, 
for recording musical compositions, for displaying student works of art and for editing 
voice recordings; iPhoto for storing photos and graphics; iTunes as the aggregator; and  
iWeb for the creation of the webpages. 
 
The hardware used were the following: Mac G4 computer, a USB directional  
microphone, and an OS Xserver 450 gb capacity. 
 
 
 
V. The procedures used for creating The Sanctuary are the following:  
A. Setting up an introduction for the podcast(s). 
1. Introductory speech 
2. Familiar jingle 
 
B. Format of the main podcast 
1. Selection of student 
2. Prepation of student’s original creation 
 
 
 
 
 
 
C. Preparaion of ending 
1. Ending speech 
2. Familiar jingle 
3. An Emerson quote 
 
D. Recording the podcast 
1. Student speech 
2. Introduction 
3. Ending 
 
E. Importing student’s work 
 
F. Editing recordings/work 
 
G. Creating webpage 
 
H. Publishing webpage/podcast 
 
 
 
Don Montgomery's email address is don.montgomery@email.sparcc.org 

Posted by: Don Montgomery

What Is Podcasting?  
 
http://www.podcastalley.com/what_is_a_podcast.php  
 
I. Podcasting is a great new way of distributing audio and video automatically  
 
 
http://podcast.sparcc.org/The_Sanctuary/Welcome.html 
 
The above is an example of Student Work from The Emerson Project, Stark County Public Schools.  
 
II. However, and this is a common area of confusion, no iPod or other MP3 player is required. Anyone can listen to the audio or watch the video on his computer just as one would any audio or video. All one needs to do is to click the feed link and download the show he wants directly.  
 
If one decides he wants to listen to a show every time it comes out, he might consider subscribing to the podcast. Think of it as Tivo for Internet audio and video. A person subscribes to content he wants by visiting the web site and getting the podcast feed URL. The podcast software automatically downloads any new shows (and with software like iTunes and Apple's iPod, copies them to an iPod audio or video player). There's always something new and interesting to listen to and one never has to check the web to see when a new show is available.  
 
 
 
Why Would An Educator Want To Podcast?  
 
I. Communication medium is more powerful than text. This means increased potential results for a person's message.  
 
"Did You Know?", Mabry Middle School in Georgia, is an good example of how podcasts are being used in education.  
http://mabryonline.org/podcasts/  
 
 
II. Parents have an improved level of perceived expertise about the educators or administrators who integrate technology into their teaching.  
http://mabryonline.org/podcasts/  
 
 
III. There is an increased mind share from your target audience. People can listen to podcasts while doing other tasks online. They can also take your message with them on their portable media player such as an iPod or MP3 player.  
http://podcast.sparcc.org/weblog/bgraham/  
 
 
IV. School or District news can be published in minutes.  
http://mabryonline.org/  
 
 
 
V. Educators can providing training enhancement or reinforcement 24/7.  
 
A. Associative Property is an area of math where students have difficulty. Here is what one teacher did to help students.  
http://podcast.sparcc.org/weblog/bgraham/  
 
B. A preschool song was created to help the preschoolers with traffic safety.  
 
Click on the song, "Can You See the Traffic Light?"  
http://podcast.sparcc.org/weblog/bgraham/  
 
 
 
VI. Provide lectures for students that are absent because of illness or activities.  
 
A. Protist Kingdom is a presentation about microscopic examination created by a teacher for his class.  
http://cghs.dadeschools.net/podcast/  
 
B. The Age of Transformation is another presentation created by a history teacher about Europe of the 1200s.  
http://cghs.dadeschools.net/podcast/  
 
 
 
VII. Podcasting is being used extensively in colleges and universities.  
 
A. University of Nebraska at Kearney  
http://www.unk.edu/iTunes_U/index.php?id=15545  
 
B. University of North Carolina at Chapel Hill 
http://www.unc.edu/  
 
C. California Institute of Technology 
http://search.caltech.edu/search?q=podcasts&restrict=&btnG=Search&ie=&site=Caltechweb&output=xml_no_dtd&client=Caltechweb&lr=&proxystylesheet=Caltechweb&oe=  
 
D. Boston University 
http://search.bu.edu/search?q=podcasts&Submit=Search&site=default_collection&output=xml_no_dtd&client=default_frontend&sort=date%3AD%3AL%3Ad1&proxystylesheet=default_frontend&oe=UTF-8  
 
E. Stanford University http://ask.stanford.edu/search?q=podcasts&ie=&site=stanford&output=xml_no_dtd&client=stanford&lr=&proxystylesheet=google&oe=  
 
F. TAMU Writing Center 
http://writingcenter.tamu.edu/content/view/451/182/ 
 
 
VIII. Podcasting is be used by schools world-wide.  
 
http://www.downsfm.com  
 
A. Literacy skills - although each show only lasts about 15 minutes, many hours of work go into the preparation and production of The Downs FM. The children have to research jokes, news articles and other features. They also have to think of questions to ask their interviewees, as well as writing the scripts for each show. This covers a huge range of literacy objectives.  
 
B. Speaking and listening skills - presenting a podcast requires the development of clear speaking skills. The children are aware that their voices will be broadcast to a huge number people around the world, and listen to other podcasters to discover the best ways to use their voices. As they gain experience, it is always possible to see their skills and confidence develop.  
 
C. ICT (Information and Communications Technology) skills - I never fail to be impressed with how quickly the children learn these new and incredibly sophisticated ICT skills. They become confident and incredibly proficient at using a wide variety of equipment and software within a short space of time. The entire show is genuinely created by the children. As the teacher, I do very basic editing of the show once it has been recorded, and then distribute it via our website and podcast feed.  
 
D. Teamwork skills - A project like this requires a considerable team effort. The children all need to work closely together to create an entertaining podcast within just five days. E. Confidence and Dedication - The children who work on The Downs FM are all volunteers. They are all incredibly motivated young people, who give up their own free time to work on the project. As a result of their efforts, their confidence develops considerably. They all become increasingly valued and recognised members of our school community, and their dedication to the project always amazes me."  
 
 
 
IX. Making and using podcasts is fun!  
 
A. National Geographic  
 
 
 
Who Is Using Podcasts?  
 
I. School Districts  
 
A. http://www.glnd.k12.va.us/podcasts/  
 
B. http://www.westorange.k12.nj.us/TeachingLearning/Podcasts/default.htm  
 
 
 
II. Administrators  
 
A. http://mabryonline.org/blogs/tyson/  
 
B. http://www.glnd.k12.va.us/podcasts/  
 
 
 
III. Teachers  
 
A. http://bobsprankle.com/blog/  
 
B. http://www.freeportschools.org/schools/index.cfm  
 
C. http://www.cobbk12.org/~mabry/podcast_enclosures/FrenchABC.mp3.mp3  
 
D. http://www.cobbk12.org/~mabry/podcast_enclosures/FrenchJumpRopeSong.mp3  
 
 
 
IV. Students  
 
A. http://www.studentpublishingprogram.org/lycosangelfirecontest/  
 
B. http://www.tuxreports.com/2006/07/24/khs-chemistry-podcast-1/  
 
C. http://www.livoniacsd.org/highschool/podcasts/index.asp  
 
D. http://www.shambles.net/pages/learning/infolit/studentpod/  
 
1. http://mrmayo.typepad.com/podcasts/ SUPER!  
 
E. http://www.vbsd.us/vbhs/  
 
1. http://www.vbsd.us/vbhs/podcast/thisweekvbhs/09182006annc.mp3  
 
2. http://www.vbsd.us/vbhs/podcast/sportscast/VBvsMtHome.mp3  
 
V. Parents  
 
A. http://www.pediascribe.com/podcast/  
 
B. http://www.pediascribe.com/podcast/  
 
 
 
How Does One Podcast?  
 
I. Tools Needed  
 
A. Inexpensive microphone  
 
B. RSS feed software  
 
C. Something to aggregate your podcast ( iTunes, iPodder, Happyfish)  
 
 
 
II. Web Tutorials - Free  
 
A. http://www.apple.com/support/garageband/podcasts/  
 
B. http://radio.about.com/od/podcastin1/a/aa030805a.htm  
 
 
 
III. Inexpensive Books  
 
A. Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms by Will Richardson  
 
B. Secrets of Podcasting: Audio Blogging for the Masses (Second Edition) by Bart G. Farkas Websites  
 
 
 
 
Additional Links  
 
http://www.mpsomaha.org/willow/radio/  
 
http://mabryonline.org/  
 
http://chatt.hdsb.ca/~magps/boylit/Podcasting%20in%20Education Amazing resource 
 
 
 
E-mail Don Montgomery at the following address: don.montgomery@email.sparcc.org 

Posted by: Don Montgomery