Podcast as Authentic Meaningful Learning in the Educational Technology Classroom: Reconceptualizing the Course Literature Review for Student TPACK Development
Abstract: This paper will present the results of a study situated within a reconceptualized educational technology course at a small, rural Midwestern university. In the process of shifting from a tool focused to philosophical learning first focus, course assignments were augmented and transformed as needed, including the midterm literature review. Students were instead tasked to participate in research and interviews for the creation of a Podcast, transforming the traditional literature review. The focus was on providing an authentic task for teachers to learn about new technology in their content areas and grade bands while creating an educational product for a wider audience that brought together course content, pedagogical considerations and emergent digital technology. TPCK was used as a framework to reconsider the closure and assignment, and to interview the development of technology integration by the teacher candidates. Results of students dispositional and attitudes about technology integration are forthcoming.