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Brief Review of Literature on Podcasting
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Brief Review of Literature on Podcasting

Allen, M. (2017). 4 benefits of classroom podcasting and 4 ideas to try today. ASCD IN Service.

Retrieved from


Allen (2017) explains that podcasting can be a valuable tool in the classroom. She contends that students greatly benefit from this tool because it helps with their communication skills and eliminates the potential anxiety that students feel with traditional assessments. For example, a student can explain concepts through a podcast without feeling anxious over spelling, sentence structure, etc. That allows the student an opportunity to explain what they know without the external factors that might influence test performance (Allen, 2017).  

Drew, C. (2017). Edutaining audio: An exploration of education podcast design possibilities.

Educational Media International, 54(1), 48-62.

Drew (2017) discusses that podcasting is a form of “edutatining audio” in which educators can provide supplemental instruction, inform their students, and enhance the learning experience. He explains that the main argument of podcasting is not whether it should or should not be utilized, but rather how best to design the podcast for effective delivery. He explains that there are three common ways educators use podcasts:  substitutional, supplemental, and integrated. Regardless of how the podcast is used, Drew (2017) points out that the podcast needs to be short enough to sustain an audience, engaging at the points of beginning, middle, and end, and friendly and informal.

Jones, S. (2019). Teachers are turning to podcasts as an instructional tool. Education Week.

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Jones (2019) explores the various ways that podcasting is now a part of the curriculum in many school districts across the country. In Baltimore, one assignment for kindergarten students is podcasting. When the teacher saw that, she thought it would be impossible for kindergarteners to use. However, after learning about some simple to use programs, such as Anchor and Audacity, she realized that her students could do the assignment. Jones (2019) also explains that podcasting can pair well with writing instruction:  

At University Liggett, an independent pre-K-12 school in Grosse Pointe Woods, Mich., 6th and 7th grade English teacher Stevie Stevens and Nicholas Provenzano, the maker space director and technology coordinator at the school, have teamed up to launch a podcast where their 6th graders interview each other on the books that they read for class.

Pignato, S. (2010). The benefits of podcasting in the literacy classroom. Education Masters.

Retrieved from


In her study, Pignato (2010) analyzes the benefits and relevance of podcasting to high school students. She found that because students are growing up with technology a daily part of their lives and because podcasting provides a way for teachers to deliver instruction and students to actively participate in projects that use podcasting, podcasting is a beneficial tool. Her study revealed that students feel strongly that podcasting has educational benefits. They also found that podcasting helps them to understand the course lessons better. Finally, the participants said that they would like to use podcasting as a technological tool again in the future (Pignato, 2010). Perhaps of most significance is that not only does podcasting provide learning opportunities, but also students agreed unanimously that it was a fun and engaging way to learn and grow (Pignato, 2010). The researcher explains of the implications of her study for teachers:  “First, podcasting is a technology that could and should be used with a wide spectrum of students, ranging from the primary grades to adult learners...Podcasting, when integrated into teacher instruction, lends itself to be an engaging method of instructional delivery. Lastly, when used meaningfully, podcasting can promote collaboration and authentic learning experiences” (Pignato, 2010, p. 37).

Subhatthra, N. (2016). Podcasting: A modern tool in education systems. Language in India,

16(4), 126-129.

Subhathra (2016) discusses that podcasting, which is the combination of iPods or listening devices and broadcasting, is now a tool to provide instruction to students. In essence, she explains that it is a form of virtual learning in which instructors can provide supplemental information for a course. She furthers that this form of instruction is an enhancement that many instructors, particularly in secondary and post-secondary education, are now finding beneficial.

Vasquez, V.M. (2015). Podcasting as transformative work. 147-153.

Vasquez (2015) provides a case study of a teacher who was listening to a podcast one day when her students came into the room. Curious, they wanted to know more about podcasting. After explaining, the students wanted to create their own podcasts. Vasquez explains the benefits for students:  “For the children, producing, designing, and redesigning episodes and segments included in their podcast created a space for them to unpack and explore a number of different social issues” (p. 148). Furthering that, Vasquez writes:  “They used the podcast as a platform for bringing these issues to their audience's attention in hopes that increased public awareness could result in more people contributing to change. For example, one of their episodes focused on global warming and another covered animal rights issues” (p. 148).