Geez, where to begin to complete my assignment tonight about using podcasting in the most difficult topic that I can imagine in mathematics?
In elementary school there are so many students who never learn the multiplication facts, which, in effect, cripples them throughout mathematics for the rest of their public school careers.
In middle school, coupled with their handicap of not knowing the multiplication tables, is a lack of "number sense" about fractions, which they try to interpret as they do whole numbers. Their lack of fraction sense handicaps them in measurement concepts, which are basic to both algebra and geometry.
In high school students can "dodge the bullet" with their deficiency in mastery of multiplication facts since they have access to calculators. But the deficiency has closed the window of opportunity in developing a solid basis in algebra and geometry in middle school. Even with the use of calculator for number facts their basic understanding is underdeveloped. Their lack of number sense in dealing with fractions is compounded by so many other deficiencies that have become crucial in algebra and geometry.
So finding a way to use podcasting to help with the learning of math facts in third grade would go a long way in heading off lots of other math problems.
So how to use it? Perhaps students could develop their own raps to help memorize facts. What about demonstrating number patterns with the Hundreds Chart? that would develop a bit of number sense as well. Perhaps students could develop games that required knowledge of the facts to play.

Reflections of First Day of Technology Training

I see the real benefit of using podcasting in the classroom in the creation of podcasts. I have serious misgivings as to the viability of using podcasts as a way to record lessons, especially if originally given in the “traditional” method of direct teach. Once the novelty of using an iPod has faded; once the student realizes that there are no games to play or music to which to listen, only the most motivated of students will use the podcasting as a useful tool for learning. Active as opposed to passive participation is the key to successful instruction with podcasting.
Active participation in the creation of podcasts opens a whole new can of worms for teachers who have yet to establish good classroom management skills or for teachers who cannot tolerate ‘busy” noise.
I have observed few teachers who can handle the non-traditional classroom seamlessly and/or willingly. The huge majority of the teachers that I have observed are of either of the two camps: uncomfortable with noise or lacking management skills.
I saw a great podcast: Shift Happens . Check it out