The poetry of podcasting
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Authors
Bennett, Christine
Issue Date
2010
Educational Level
ISCED Level 3 Upper secondary education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Background: The purpose of the study was to motivate students to study poetry, build their confidence in using critical terminology, and deepen their understanding of poetry by creating podcasts.
Aims: The main aim of this development work was to motivate students to engage with poetry, build their confidence in using critical terminology, and deepen their understanding of poetry.
Methods: The participants in this case study were teachers, pupils, parents, carers, subject leaders, and a colleague with expert knowledge in the field. The methods used included providing an 80 minute training session on how to use movie-maker to link words and images, recognizing different levels of confidence in using technology, preparing staff to guide students, and providing mp3 players for podcasting.
Findings: The main findings are that podcasting has improved student engagement and confidence in exploring poetry, and that staff have widened their repertoire of ways of responding to poetry. It has also enabled staff to build more independent working into GCSE.
Implications: The findings suggest that podcasting can be an effective way to engage students in the study of poetry, build their confidence in using critical terminology, and deepen their understanding. It also shows that teachers need to be open to learning new technologies in order to support student learning.
Aims: The main aim of this development work was to motivate students to engage with poetry, build their confidence in using critical terminology, and deepen their understanding of poetry.
Methods: The participants in this case study were teachers, pupils, parents, carers, subject leaders, and a colleague with expert knowledge in the field. The methods used included providing an 80 minute training session on how to use movie-maker to link words and images, recognizing different levels of confidence in using technology, preparing staff to guide students, and providing mp3 players for podcasting.
Findings: The main findings are that podcasting has improved student engagement and confidence in exploring poetry, and that staff have widened their repertoire of ways of responding to poetry. It has also enabled staff to build more independent working into GCSE.
Implications: The findings suggest that podcasting can be an effective way to engage students in the study of poetry, build their confidence in using critical terminology, and deepen their understanding. It also shows that teachers need to be open to learning new technologies in order to support student learning.
Description
Keywords (free text)
Secondary education , English - reading , English - speaking and listening , English - writing