Sarah Jessie

Podcast Written Component

LIT630
June 29, 2016
A Podcast is an online tool in which teachers and students are able to record audio and
share this recording with a wide audience through the internet. Podcasts have proven to be
motivational for students (Banister, 2008) and build student awareness in areas of reading and
writing (Smythe & Neufeld, 2010). Reading for a purpose and for an invested audience also
proved to build students reading and writing skill sets (Smthye & Neufeld, 2010). Additionally,
as technologies grow and change each day, students continue to need to build upon these new
literacies. One such literacy is the way in which students access and communicate information
through the internet (Leu et al., 2011). A common and student-friendly way for this to occur is
through Podcasts.
This lesson focuses on Common Core Standards (CCSS) ELA Reading Fundamental
standards in regards to fluency. CCSS.ELA.RF.2.4 states that students will be able to read with
sufficient accuracy and fluency to support comprehension. The sub-standards within this CCSS
discuss reading with purpose, accuracy, rate, expression, and self-correcting as they read. Within
the lesson that Ive created, students are reading with a specific purpose in mind; to build reading
fluency. As students build their fluency, they are self-evaluating (and receiving feedback from
their teacher) on each of the sub-standard qualities that are listed.
Also, this lesson meets ISTE standards 1.b and d, as well as ISTE 2.b. ISTE1.b and d
state that b) students create original works as a means of personal or group expression and d)
identify trends and forecast possibilities. Through recording their personal reading of the text
with the purpose of building fluency and then recording their data to track trends, students are
able to meet each of these standards. Also, ISTE 2.b states that students communicate

information and ideas effectively to multiple audiences using a variety of media and formats.
Though students will be tracking data through pencil and paper, their Podcasts will be submitted
to their classroom teacher, which can then be shared with parents or on a classroom website for
future reference for students or teacher.
Kentucky Teacher Standards discuss the use of technology to design and plan instruction.
Many elements of technology are used in the creation of this lesson. Such tools include
Audacity, Weebly, Wikispaces, AudioBOOM, and QuestBase.com. Each of these played a critical
role in the design on the lesson. Also, KTS 6.2 reiterates the importance of using technology to
implement instruction that facilitates student learning. Students will be able to use their Podcast
to hear their fluency again and again to self-assess and set goals; a task they are unable to do
without the use of technology. Additionally, the electronic quiz they complete provides ready
examples and non-examples of fluency, while providing them with immediate feedback on their
learning. Lastly, KTS 6.3 discusses the ethical and legal use of technology. This is demonstrated
as the documents and videos used in this lesson were created by the lesson facilitator, rather than
having been used from an outside source.
Also the International Literacy Association (ILA) standards are addressed in many
aspects of this lesson. One example is in relation to ILA 2.2, candidates use appropriate and
varied instructional approaches, including those that develop word recognition, language
comprehension, strategic knowledge, and readingwriting connections. Through the
implementation of this lesson, students are building their word recognition as they are able to
both see and hear the text being read, and are building language comprehension through repeated
readings. Also, throughout this process, students will use a multiple range of text to read from
(ILA 2.3). Lastly, because of the structure of our classroom and the use of iPads on a regular

basis, ILA 5.1 is met, as our classroom is structured to allow access to the iPads independently
while I am meeting with a small-group.
This lesson met each aspect of TPACK equally. Teacher pedagogy is evident through the
use of teacher guidance on the Wiki and the differentiation in the passages provided to students,
as well as the auditory option on the instructions page. Also, by having students self-assess their
fluency through the use of the rubric, students are made self aware and are able to set specific
goals (and receive feedback from their teacher). Content knowledge is demonstrated through the
use of the Common Core Standards and the Multidimensional Fluency Scale. These items
demonstrate the most important areas of fluency for students to build on in order to become
successful readers. Lastly, technology is used in multiple ways throughout this lesson. Students
are accessing all content independently through the classroom Wiki. Then, students complete an
assessment online that provides immediate feedback. Finally, students digitally record their
reading through the AudioBOOM app, which both communicates progress to their teacher, as
well as provides them with a digital file to reflect with. Each of these aspects is representative of
the TPACK model.

References
Banister, S. (2008). Web 2.0 tools in the reading classroom: Teachers exploring literacy in the
21st century. International Journal of Technology in Teaching and Learning, 4(2), 109116.
Leu, D. J., McVerry, J. G., OByrnne, W. I., Kiili, C., Zawilinski, L., Everett-Cacopardo, H.,
Forzani, E. (2011). The new literacies of online reading comprehension: Expanding the
literacy and learning curriculum. Journal of Adolescent and Adult Literacy, 55(1), 5-14.
Smythe, S. & Neufeld, P. (2010). Podcast Time: Negotiating digital literacies and communities
of learning in a middle years ELL classroom. Journal of Adolescent and Adult Literacy,
53(6), 488-496.