On the EDM310 Podcast: "The Technology Literate Teacher"

Screen capture from the podcast -- full video available here.

Some good discussion here -- I think it's fair to say that the class members believe the most important element of being a "tech literate teacher" is the willingness to adopt and integrate new technologies aggressively, without fear. More important than any baseline competency, according to this panel, is the correct attitude: that tech literacy is import and attainable, and that it is the educator's job to both create passion for new and newly-enabled strategies and to learn with students as new technologies become available. One panelist raised an interesting point about developing awareness of new technologies that I think bears repeating: once you invite collaboration via technology, knowledge self-aggregates. In other words, wider exposure begets wider exposure.

As for improvements, I have one issue regarding the medium and one suggestion regarding the content. First: this particular podcast makes no use of visuals, so extra bandwidth/storage space/etc. required for the video element is superfluous. Putting faces to names is nice, but I'm certain there are ways in which visuals may be utilized, especially with the benefit of pre-recording (i.e., since the podcast is not broadcast live, visuals -- for instance, captioned URLs, or montage style clips of the referenced videocasts underlying the discussion). Video allows for a more dynamic presentation, and I'm interested in ways to make use of the camera. (Closed captioning in foreign languages... sure, why not?) As for content, well, what IS a tech literate teacher? What is state of the art in education, or does it matter to know? What's the difference between tech literacy, technical fluency, and technical mastery, and where along the spectrum should the average teacher fall? I don't think the panel failed in their discussion whatsoever, but I'd like further analysis of the topic at hand, including examples of how technology may provdie distinct advantages in the classroom (such as wider collaboration, as was raised by the panel).

Judy Scharf has some excellent tips for the aspiring podcaster, including some very basic considerations that shouldn't be taken for granted. For instance, remember that the "success" of a podcast is really a matter of having a successful conversation, so its beneficial to allow students to pick a topic they're excited to discuss and a panel they're excited to talk to. Similarly, at Langwitches, this advice: have an authentic reason to do it, make it real and make it age-appropriate. Exploring this list linked in the syllabus, I found some more great advice regarding podcasting in general: FrogBlog's 20 Ideas for a Great Podcast.

As for why? Again, from Ms. Scharf: it's a great way to take education out of the classroom and make it portable, available to students and parents 24/7. Harry Dell notes that today's kids are comfortable with the concept podcasts already, so this is one more tool to make education interesting, accessible, and relevant. He also notes that podcasting promotes role-play and encourages innovation and creativity. As aspiring educators, we should all be on the lookout for any and every strategy that enables creativity, critical thinking, and outside-the-box (where "the box" in this example is the traditional classroom, which is generally and unfortunately reminiscint of any standard box) learning styles.