I'd like to get a bit more evidence that kids would listen to school-based audio files on their iPods. I know kids seem to be attached to them, but they are also very picky about what they listen to. Perhaps it would be interesting to them at first, particularly if it was an alternative to doing 'real' homework, but I'm not sure how reliable they would be about listening.
Like everything, if you can't count on kids using the resource, it means that everything you do would be over and above everything else that needed to be done for the class. Generally, I suppose I'm struggling with the idea of balancing niceties with necessities. Anytime you invest time in the niceties, that means taking time from the necessities.
Is it safe to assume that the kids who might take the time to invest in the 'extras' available through a website, would be the kids who are already doing very well and looking for additional ways to investigate? The kids who are really struggling, the ones who need the attention the most in many cases, would be the last ones to benefit from Web2.0 stuff. At least that's the way it sometimes seems to me.
How does this relate to podcasts? Well, I like the opportunity that podcasts provide to supplement or reinforce the lessons covered in class. For students who would take notes but think they might have missed a detail, or might have misunderstood something, they might use the podcast to clarify. But is there any research that shows how podcasts can be used to reach reluctant students? (I'll keep looking.)
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