Abstract 18- Volume 2, Number 3, Winter 2007

Social Studies Research and Practice

Volume 2, Number 3, Winter 2007

 

 

Podcasting: A Beginner’s Guide to Technology’s Latest Trend

Liza Turner McAninch
University of Kentucky

Kathleen Owings Swan
University of Kentucky

Mark Hofer
The College of William & Mary

Abstract

This article provides a starting place for teachers wanting to dabble with the latest trend in technology—podcasting. The authors present a general overview of a tool that will most likely be part of the teaching vernacular, if not now, in the very near future. We offer a short tutorial on podcasting as well as perspectives on how teachers might incorporate podcasts into their curricula. We also summarize the value and limitations of podcasts, and perhaps most importantly, we include a resource guide to some of the more intriguing and useful podcasts currently available.

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About the Author(s)…

Liza McAninch is a doctoral student in History at the University of Kentucky and serves as an advisor for English and social studies education students in the School of Education. She received her BA in government in 2002 from Centre College and her MAT in history education from Eastern Kentucky University in 2005. Before returning to school to pursue her doctorate, she taught world civilization and geography at the secondary level. Her fields of interest include 20th century American women’s history, international gender and development studies, and history education. She can be contacted through email: ltmcan2@email.uky.edu

Kathleen Owings Swan is an assistant professor in Curriculum and Instruction at the University of Kentucky in the School of Education and a former high school social studies teacher. Dr. Swan’s research includes examining strategies for training pre-service and in-service social studies teachers to effectively use educational technology in social studies instruction. She regularly presents her work at national and state conferences and in a variety of education journals including International Journal of Social Education, Social Studies and the Young Learner, Contemporary Issues in Technology and Teacher Education, and Learning and Leading with Technology. Contact information: kswan@uky.edu

Mark Hofer
is an assistant professor in Educational Technology at the College of William & Mary in the School of Education and a former high school social studies teacher. He focuses on innovative ways to prepare pre-service teachers to transform teaching and learning with the appropriate use of technology and on exploring K-12 classroom applications of technology. He regularly shares his work at national and state conferences and in journals including Social Studies and the Young Learner, Learning and Leading with Technology, the Journal of Computing in Teacher Education, and Contemporary Issues in Technology and Teacher Education. Contact information: mjhofe@wm.edu