Podcasts, short recorded files which can include both audio and video, were originally developed as part of the revolution that began with the Apple iPod. While early podcasts were mostly for entertainment purposes, their potential as an educational tool has quickly been exploited by teachers at all levels all over the country.

During the winter semester of 2007, using funds from the FLTC, I developed a series of supplemental but required podcasts for students in my Greek Mythology course. For this experimental class, 30-GB video iPods were loaned to the students for the semester. Podcasts, however, can be viewed by anyone with a computer (PC or Mac) using free iTunes software. The audio portion of podcasts can be burned on CDs and can be listened to anywhere there is a CD player (the car, for example).
 
The podcasts I created were meant to be a re-placement for a mythology textbook, and they replaced all class lectures. The material in the podcasts included to supplement the major works of literature we read. In class, students discussed the great works of Greek mythology, such as Homer and tragedy. Although many people feel that using technology panders to students’ lazier side, this course used technology to free the students to focus on reading original texts and on writing essays. As a result, this course was more challenging than other versions of mythology that I have taught, and the students were far more engaged with the material.
 
The process of creating podcasts is labor-intensive and expensive; for this first round, one minute of podcast has taken approximately one hour to create. I used my FLTC grant to hire two assistants, one who could help with content, and another who could create the podcast files. The staff of the FLTC assisted with the technology as well. We ran into many snags along the way, as one might expect, but I hope soon to post a podcast on how to make podcasts; this will save time for others who want to replicate this project.
 
The ideal academic podcast covers a discrete amount of material in a short broadcast (around five minutes); think more in terms of an NPR story than a documentary. It should contain visuals if applicable; critical vocabulary or formulas can be provided on slides during the podcast. Audio-only podcasts are fine for material without a visual component. Full-length class lectures where sound and lighting quality are likely to be poor do not lend themselves to the podcast format.
 
Podcasts offer a new method of instructional delivery that appeals to today’s student. They do not replace—as faculty universally fear—live instruction or reading assignments. Students can listen to them as many times as necessary, and they can be used at different times of the semester to remind students of facts they may have forgotten. Podcasts can be recycled from semester to semester, and can even be used for different types of classes; for example, I could have Latin students studying Vergil listen to the podcasts on the Trojan War rather than spending class time lecturing. Most importantly, because the students love the technology, they are willing to learn more.