Why Use Podcasts as Part of my Teaching Tool Kit?

Integrating learning styles with intelligence theory is not a new science. Harvard

professor Dr. Howard Gardner pioneered the field of multiple intelligences (MI) with two books

in 1983 (Gardner). Integrating MI with learning styles is a key component of imparting academic

content and directly impacts the way effective educators approach modern instruction (Silver).

The question of how to accommodate learning styles that takes in account the lifestyles and

learning preferences of team-oriented, high tech learners is an area where teaching practices are

constantly evolving. Podcasts are undeniably a part of this cultural transition. "A survey by

Huntsberger and Stavitsky showed that podcasts engaged journalism undergraduates' interest and

enhanced teaching and learning" as far back as 2007 (Abate). This research has been extended

across academic fields from the social sciences to the hard sciences comparing the delivery of

instruction via traditional methods versus podcasts. Availability and accessibility are two

important variables that enhance the efficiency of podcasts. Another key and extremely

important finding by Kargozari and Zarinkamaher was the effect of podcasts in the learning of

vocabulary. Their research indicates that students who learn via podcasts outperform students

who do not in terms of lexicon acquisition (Karzogari). Students can review key concepts that

are difficult and make notes at their own pace. Podcasts augment the learning process because

they enchance the lecture (Abate).

Podcasts democratize student learning by putting students not only in charge of when

they learn but also forcing them to take the responsibility for grasping the concept itself. They

allow instructors to use valuable classroom time in ways that enhance critical thinking beyond

content delivery, which has been traditionally approached through lecture, worksheets, or the

vastly inflated use of "centers" (Schmoker). Podcasts are useful because they free up instructors

to maximize classroom time by modeling and facilitating the more difficult skills of whole class

discussion, seminar participation, debate, and analytical thinking. Technological delivery of

content should not nor could not ever replace a living classroom teacher or a classroom

environment, but the research clearly indicates that incorporating podcast methodology into

classroom practices not only enhances individual learning by empowering the individual to

engage content but also helps use classroom time to empower students to respectfully and

thoughtfully engage each other and the ideas of the world at large.

Works Cited

Abate, Karen S. "The effect of podcast lectures on nursing students' knowledge retention and

application." Nursing Education Perspectives, vol. 34, no. 3, 2013, p. 182+. Gale

OneFile:

Psychology. Accessed 2 Aug. 2019.

Gardner, H. Multiple Intelligences: The Theory in Practice. Basic Books. 1993.

Silver, Harvey, Richard Strong and Matthew Perini. "

Harvey Silver, Richard Strong and Matthew Perini "Integrating Learning Styles and Multiple

Intelligences." Educational Leadership, vol. 55, no 1. 1997. Gale OneFile. Association

for Supervision and Curriculum Development. Accessed 31 July 2019.

Kargozari, Hamid and Narges Zarinkamar. "Lexical Development Through Podcasts".

Schmoker, Mike. "The Problem with Literacy Programs." Education Week. Feb. 20, 2019.

Editorial Projects in Education. Accessed 17 July 2019.