I learned that podcasting is a online audio content.Podcasting has far more options then radio and etc. People can determine the time and the place, meaning they decide what programming they want to receive and when they want to listen to it. They can also collect audio to listen to at later time. While blogs have turned many bloggers into journalists, podcasting has the potential to turn podcasters into radio personalities. In this article they tells us of four different uses of podcasting suchs as story, self guided tours, training, music, and talk shows. This website also gives you links to tools for podcsting and etc. It goes into detail of what podcasting is as well.
I think podcasting its a new exciting way to share music and learn from others around the world, this article pretty much layed it out for me of how it works and what people can use it for. I do believe this article needs a little more research on what people are using them for and how student can interact using these podcast
http://www.podcasting-tools.com/what-is-podcasting.htm
About Me
- Kimberly Gribbin
- I'm a junior at FGCU, my major is legal studies in hopes to become a Lawyer. I plan on graduating in the Fall and then attending Law School. Im engaged to my best friend and hero whos currently in the Marine Corp.
2 comments:
I also think that podcasting can be a really cool way for students and teachers to interact and get lessons and projects across to each other. I think that if we do choose to use them we must first do research to make sure that is an effective way of relying information.
Daniel, I agree with your comment about making sure podcasts are a reliable tool before we start relying on them. It would be useless to spend so much time using podcasts in the classroom if they were not doing anything for the students. For the most part I belive podcasts are a useful tool in the education system and like most things there will probably be a period of trial and error just to make certain that podcasts are a reliable source of learning.
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