My CL podcasts typically consist of a story read by me, accompanied by the text online. I test my pupils’ understanding by asking them to post comments on how they feel about the story. Vodcasts add a visual element; for example, one video shows a class performing a role play for a script.

I would like to highlight three main benefits of using podcasts. First, texts and recordings on a podcast site are organised chronologically and offer a clear summary of each week’s lessons. Slower learners get a chance to go through and listen to earlier podcasts, so that they can better understand the previous lessons.

Also, space is not an issue online (as compared to looking for available corners in the classroom to display pupils’ work). After I posted the most creative compositions on the class podcast page, I observed changes in my pupils’ confidence level. No more restrained by the lack of physical space, we have more opportunities for sharing and learning.

Thirdly, pupils have given positive feedback on the use of podcasts. “I have learnt how to type Chinese characters,” shares Duan Wei from Pri 3A. “After my first posting, I felt more confident and would like to share more of my work with my classmates.”

Parents have also offered their help. For our Pri 3 classes where the children needed technical help with computers, parents helped to type, email and install Chinese language software. They support using this virtual learning space and see how this can arouse pupils’ interest and motivate their children to learn the subject.

As Wong Kai Lin, also from Pri 3A, told me, “My mother helped me when I was still learning how to type Chinese characters. She also emailed my poems to my teacher. I felt very happy when my friends told me that they had read my work online. I like the things my teacher posted online and I will visit the sites she recommended.”

The possibilities don’t end here. Teachers can set up a noticeboard in your podcast, create a revision column, quiz board, allow pupils to post comments or feedback on a discussion board and incorporate a request channel for pupils and parents. These are great ways to build rapport. Who says we cannot have effective lessons outside the classroom?

Podcasting may sound like a tedious process, but it’s not that hard. Preparing each week’s podcast entries usually took me 3-4 hours. You just need a good microphone and software such as Audacity to record and edit the audio track. With vodcasts, a normal digital camera allows you to record low-resolution WMV format videos for web streaming.

In managing podcast sites, there should also be proper ground rules to prevent pupils from leaving unacceptable or inappropriate comments. Permission to post should be granted only to authorised parties, e.g. my pupils.

At Mayflower Primary School, we have also used podcasts to provide guides on grading Mother Tongue and English Language oral examinations. We also use podcasts and vodcasts to share learning points from overseas trips for pupils in our Twinning Programme. My CL podcast sites currently host displays of pupils’ work, audio clips, videos of classroom activities and pictures. In the future, I hope to add in displays of places of interest in Singapore, Chinese artworks and Chinese customs and cultural activities.

Contributed by:
Catherine Lam
Teacher
Mayflower Primary School