Making Field Trips Podtastic!

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Making Field Trips Podtastic by Aliece Weller, John Bickar, and Paul McGuinness proposes an interesting component that can be incorporated into field trips.  The article begins by explaining an interactive way for students to become engaged on field trips.  Incorporating Podcasts and the use of handheld devices during field trips “allows a student to interact with museum exhibits in a guided, yet exploratory way.” (Weller, Bickar, & McGuinness, 2008, p. 19).  It explains that handheld devices allow students to get information that corresponds to the field trip through a virtual tour guide and Web access. 

The authors created this article to try and explain that using Podcasts can significantly benefit students.  Their module makes information accessible and increases student understanding and their time spent at the exhibits.  The educator can create a Podcast and keep student participation through mini quizzes.  The authors explain that they have created an easy-to-use module that uses software that is available to most teachers through their schools (such as headset microphones, digital video cameras, iTunes, GarageBand, etc.).  And the authors give examples of how this technique of Podcasting-to assist in field trips-addresses all learning styles and fosters a learning experience targeted towards student success.  This is also a valuable resource because both teachers and students can customize their learning experience. Also, the article explains that students should show their understanding of the field trip theme through multimedia projects.  The reader is also informed about specific handheld devices that can be used.  The authors continue to detail the benefits that handheld devices can provide students with, such as the ability to take digital videos, audio recording, note taking, and the accessibility of information from the Web.

            The authors wanted me to leave this article understanding that using interactive lessons via Podcasts can benefit students in numerous ways.  The authors explain that handheld devices increase interaction, student engagement, and allow students to explore beyond the direct content.  The article explains the importance of flexibility and the wide-range of subjects that this technique would satisfy.  In addition, I appreciated that the authors explained alternatives to using Podcasts or handheld devices in the classroom.  They detailed the various ways in which this module can be used including in after-school programs, by museum educators, or students can even work to make their own Podcasts.  The article ends by describing that this module is merely an extension of student knowledge and students “…would thrive on the artistic and technical elements of creating a handheld field trip.” (Weller, Bickar, & McGuinness, 2008, p. 21).

            Creating these types of modules for field trips satisfies numerous NET-S for students, which the authors discuss in the article.  Students will address NET-S 3 because they are required to gather information through Pod casts and their individual Web searches.  They will also be required to satisfy NET-S 1 because students will synthesize their information to create an original multimedia presentation. The authors also discuss that this module addresses many of the main ideas set forth by the NET-S, such as “…skills of digital literacy, inventive thinking, and effective communication.” (Weller, Bickar, & McGuinness, 2008, p. 20).  

            I enjoyed reading this article because I had never considered the implementation of Pod casts in field trips.  I agree with the authors that often times there are student who are more isolated during trips.  This seems like an incredible tool to ensure student participation.  I also appreciated the use of this module because it allows students to learn at their own pace.  Because my focus in education is special needs children, I realize the growing need to individualize education.  Podcasts and interactive tools can really benefit students of various degrees of availability.  In addition, the fact that the teacher can customize the module makes this a great tool that can work to develop each individual student.  One thing that I found myself worrying about was the anti-social nature of watching Podcasts.  Especially with children with social disabilities, using handheld devices may remove the student too far from the actual physical setting.  However, I have a feeling that if the Podcast directly corresponds to aspects of the field trip, then the use of Podcasts may actually encourage some students to share their findings in the group setting. 

My biggest concern with the use of these modules was the availability of the handheld resources or Wi-Fi.  Unless you are teaching in a very affluent community it is doubtful that the school would provide enough handheld devices for each student or that all students will have access to handheld devices.  However, if I am lucky enough to get my hands on a smaller number of handheld devices, I may incorporate the devices into group work, which would also help to alleviate some of the anti-social aspects of Podcasts.  Overall, the execution of handheld field trips may be difficult for an entire class, which is why I appreciated the alternative uses for this module that was provided by the authors.  At our current stage in education, we may have to begin implementing the use of handheld devices on a smaller scale through things like after-school activities.  But we have to start somewhere!

Weller, A.M., Bickar, J.C., McGuinness, P. (2008).  Making Field Trips Podtastic!. Learning  Leading with Technology, March/April 2008, 18-21.  Retrieved from www.iste.org