Voices From the Third Grade

Learn about friendship, global warming, caring for your teeth, gymnastics, a community playground, safety patrol, retirement, and more . . . from the perspective of a third grade student. “Voices From the Third Grade” podcasts can be heard by visiting the Park Lawn web site at http://www.oasd.k12.wi.us/ParkLawn/index.oasd.

Over a five month period students selected, wrote, and recorded articles on topics that were of interest to them. They then chose two of their best articles and wrote introductory scripts that were recorded by other students; the scripts were typically conversations between two other students. To pull it all together students worked with a teacher to combine sound, introductions, and articles into podcast episodes. The podcasts were created for Ms. Wojcik’s master’s thesis which looked at the impact podcasting had on voice and organization.

This was the first time Ms. Wojcik and I worked with student podcasting and we probably learned as much as the students through the experience. As we evaluated the project we noted key points that we will keep in mind for next year.

What We Did Right:

- We received permission from parents to share the podcasts, even though students used “fake” names in their recordings.

- Students listened and assessed exemplar and not-so-exemplar podcasts recorded by other elementary students before they started their own podcast.

- Students learned how to use Audacity prior to recording.

- We provided copyright free MP3 music for students to select from.

What We Will Change:

- Computers will be designated for podcasting and will include a microphone and headphones. Stand-up microphones will be used for interviews, headset microphoness will be used for solo podcasting. We had a few microphones fail because they were moved, causing bent cords.

- Students will select and use their pseudonym from day one.

- Consistent files names will be used; articles will be named by the topic and final episodes will have a predetermined name.

- Audacity automatically creates file folders when recordings as saved. Students will be instructed to look for the Audacity file, identifiable by the headphones, and not to open the folders.

Student enthusiasm for the project was evident from day one. Although Ms. Wojcik has not completed her thesis, I believe she will see clear evidence of improvement in voice and organization through this digital project.