The use of podcast technology is affordable,
portable, popular, accessible, and efficient.
The student has the ability to repeat a pre-recorded broadcast to
supplement a course lecture. This
feature adds to knowledge retention and may enable the learner to demonstrate
increased proficiency in a topic (Johnston,
Goldsmith, Hepworth, & Lacasse, 2010). Many students request to record lectures
during actual class time so they have the ability to listen to lecture content
at other times. Proactive instructors
that record their lectures using podcasts ensure that the recording is
“audible, complete, and available to all students” (Greenfield, 2011, p. 113).
Billings & Halstead (2009) state that podcast
subject matter is unable to be copied or transferred to other devices, which is
a significant advantage to the content developer. Podcasts are simple to create. The developer needs an MP3 digital recorder
and a microphone to upload content to a computer. The podcast creator is encouraged to limit
the length of the recording and partition the content into segments or topics
and then post the broadcast onto a password- protected site (Greenfield, 2011). Structuring podcasts in this way permits the
listener to access specific lecture topics of interest.
Students report other benefits of podcast technology
including: the ability to pay attention and listen to a classroom lecture and
not worry about taking detailed notes, not missing instructor explanations on
topics, and a decreased need for peer tutors (Greenfield,
2011).
In addition, technology that is able to fit in the
palm of one’s hand and functions to develop knowledge of more complex
technologies, prepares the nursing student to meet the challenges of the health
care environment.
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