Using Video Podcasts to Enhance Technology-Based Learning in Preservice Teacher Education: A Formative Analysis

Abstract

The purpose of this study was to examine the use of video podcasts designed to teach software skills in a preservice teacher education program. It was observed that most preservice teachers used video podcasts one or two times per month to learn specific tasks involving specialty software (e.g., web design, subject-specific, multimedia presentations). The majority of preservice teachers agreed that video podcasts were easy to find, clear, simple to follow, and delivered at a good pace. Preservice teachers specifically enjoyed the just-in-time, instant access to video podcasts. Preference for using video podcasts varied according to gender, age, and level of computer experience. Finally, preservice teachers indicated that the video clips were useful in helping them to learn new software tasks.

Full text

Journal of Information Technology and Application in Education Sept. 2012, Vol. 1 Iss. 3, PP. 97-104
- 97 -
Using Video Podcasts to Enhance
Technology-Based Learning in Preservice Teacher
Education: A Formative Analysis
Robin Kay
University of Ontario Institute of Technology, Oshawa, Ontario, Canada
robin.kay@uoit.ca
Abstract- The purpose of this study was to examine the use of
video podcasts designed to teach software skills in a preservice
teacher education program. It was observed that most
preservice teachers used video podcasts one or two times per
month to learn specific tasks involving specialty software (e.g.,
web design, subject-specific, multimedia presentations). The
majority of preservice teachers agreed that video podcasts
were easy to find, clear, simple to follow, and delivered at a
good pace. Preservice teachers specifically enjoyed the just-in-
time, instant access to video podcasts. Preference for using
video podcasts varied according to gender, age, and level of
computer experience. Finally, preservice teachers indicated
that the video clips were useful in helping them to learn new
software tasks.
Key words- Teacher Education; Preservice; Video Podcasts;
Attitude; Learning; Technology; Computers
I. INTRODUCTION
A. Overview
A number of nationally recognized organizations
[1,2,3,4,5] have created comprehensive standards for the use
of technology in teacher preparation programs. Assuming
that thoughtful use of technology in certain contexts can
have a significant and positive impact on students’ learning
[6,7,8,9,10,11,12,13] preservice teacher education programs
are a reasonable place to start with respect to integrating and
disseminating technology into the classroom. However,
previous research suggests that many teacher preparatory
programs have not been particularly successful training new
teachers to use technology effectively (see Kay [14] for a
review of the literature).
According to Koehler & Mishra [15], integration of
technology into an educational setting is a challenging
process. One necessary component is learning the basic
skills required to use education-based software. Without
these skills, it is very difficult to incorporate the pedagogy
needed to use computers effectively in the classroom. The
purpose of the current study was to investigate the use of
video podcasts in teaching software skills to preservice
teachers.
B. Challenges for Preservice Teacher Programs and
Teaching with Technology:
At least four key challenges exist for effectively
integrating technology into teacher preparation programs
including acquiring basic software skills, rapidly changing
technology content, the emergence of the Net generation,
and practical implementation issues.
1) Acquiring Basic Software Skills:
Kay [14], in a large-scale review of the literature, cited a
wide range of approaches to teaching technology in
preservice education programs including delivering a single
technology course, incorporating technology into all
courses, using multimedia resources, modeling how to use
technology, collaboration among peers, using mentor
teachers and faculty, practicing technology use in the field,
and offering mini-workshops. In most programs, only one to
three of these strategies were employed. At the time, there
was no underlying theoretical framework to guide
technological integration.
In 2008, Koehler & Mishra [15] proposed the
Technological Pedagogical Content Knowledge (TPCK)
model for educators interested in using technology
successfully. They noted that meaningful implementation of
technology in education is complex and involves the
merging of three key areas of understanding: technology,
subject area, and pedagogy. A solid understanding of how to
use technology (e.g., software skills) is a necessary first step
to create effective technology based learning activities for
the classroom. However, direct research on the acquisition
of the fundamental software skills by preservice teachers is
somewhat limited [14].
2) Constantly Changing Content
A second challenge for preservice teacher education
programs is the pace at which new software is created and
modified [16,17,18,19]. Koehler & Mishra [15] argue that
this state of constant change creates a situation where
teachers become life-long learners who need to constantly
contend with ambiguity and frustration. Collins &
Halverson [20] advocate just-in-time learning as one
approach for adapting to an ever changing technology
knowledge base.
3) The Net Generation:
The third challenge is related to a new type of student
enrolled in preservice teacher education programs. These
students, born between 1977 and 1997 and referred to as the
Net Generation [18], have grown up with technology from a
very early age and consequently have different ways of
learning and viewing the world. For example, the Net
Generation, often rely on web-based resources and insist on

Journal of Information Technology and Application in Education Sept. 2012, Vol. 1 Iss. 3, PP. 97-104
- 98 -
the freedom to choose when and where they learn [18].
They also expect learning to be customized and match their
need for speed or instant responses to requests for
information or feedback [18] Finally, the Net Generation
has grown up with and thrives on innovation—they are
looking for new tools with which to learn. Given that many
faculty members in teacher education programs come from
an older generation of digital immigrants and that most
school curriculum is based on a turn of the century
industrial model for instruction [20,21,22], there may be
tension with respect the best method for teaching basic
technology skills.
4) Practical Implementation:
The fourth challenge to integrating technology into
preservice teacher education programs involves a number of
practical obstacles including lack of time [23,24], teaching
philosophy of mentors and school administration with
respect to technology [25,26,27], the limited technological
skill of faculty of education members [23, 28,29], and fear
of technological problems [26,30].
In summary, learning how to use technology in a
preservice teacher education program is a complicated
process involving constant adjustment to an ever changing
content, a generation of students that appears to learn quite
differently from currently established education standards
and methods, and a number of practical obstacles that
impede true assimilation.
C. The Potential Role of Video Podcasts
Video podcasts refer to audio visual files that are
distributed in a digital format through the Internet using
personal computers or mobile devices [31]. They were
originally popularized with the YouTube website where
over three billon clips are viewed daily [32]. They are
delivered in a variety of formats including lectures [33],
supplementary support materials [34], or skill-based [35].
Skill-based video podcasts are designed to explain,
articulate and assist students in learning specific procedural
tasks and have the potential to address some of the
challenges that preservice teacher education programs face
with respect to teaching technology.
Skill-based video podcasts could be particularly helpful
in teaching software skills and addressing the technological
content component of Koehler & Mishra's [15] TPCK
model. They are also readily available on a wide variety of
web-sites (e.g., Atomic Learning, YouTube, Teacher Tube)
and constantly updated to keep up with rapid change in
software development. In addition, skill-based video
podcasts match the learning demands of the Net Generation:
just-in-time, instant access, learning where and when they
want, and customized to suit individual ability levels.
Finally, skill-based video podcasts address some practical
concerns in teaching technology because they are available
whenever a preservice teacher needs to use them (time
efficient) and break down the learning of new software into
short, easily digestible tasks, thereby reducing the fear and
anxiety of reluctant users.
D. Research Supporting the Use of Video Podcasts as a
Teaching Aid
Since 2006, research on use of lecture-based video
podcasts in higher education has increased considerably [31,
33]. The evidence suggests that video podcasts are
enjoyable to watch [36,37], satisfying [38,39], motivating
[40,41], intellectually stimulating [42], useful, helpful, and
effective with respect to augmenting the learning process
[34,43,44,45]. Students especially like controlling when and
where they learn [37, 41,46], what they need to learn
[33,47], and the pace of learning [47,48,49]. In addition,
study habits appear to have improved with respect to
fostering independence [50], increasing self-reflection [51],
more efficient test preparation [52], and reviewing material
regularly [53,55]. Overall, previous research indicates that
lecture-based video podcasts have a beneficial impact on
student attitudes and behaviour.
However, research on skill-based video podcasts is
limited with only two peer review studies found [35,55].
Loomes et, al. [55] examined the possible benefits of skill-
based video podcasts but did not formally study their effect
on students’ attitudes or learning. Crippen & Earl [35]
observed that students had positive attitudes toward the use
of skill-based video podcasts in an undergraduate chemistry
class. Research on the use of skill-based video podcasts to
teach students how to use software has not been conducted.
E. Purpose of the Study
The purpose of this study was to examine the use of
video podcasts to teach software skills in a preservice
teacher education environment. Specific attention was
directed toward exploring frequency and purpose of use,
attitudes toward video podcasts, learning preferences, and
how helpful video podcasts were in supporting the learning
of new software. The principle guiding question was “Are
video podcasts an effective tool for supporting preservice
teachers in learning new software skills?”.
F. Research Questions
Six specific research questions were addressed regarding
the use of video podcasts to learn new software.
1. How often and why did preservice teachers use
video podcasts?
2. What software did preservice teachers use video
podcasts to learn?
3. What were preservice teachers’ attitudes toward
video podcasts?
4. What were preservice teachers’ preferences with
respect to learning software compared to using video
podcasts?
5. Were there individual differences (gender, age,
computer experience) with respect to teachers’
preferences in learning software?
6. Overall, how helpful were video podcasts in
supporting preservice teachers in learning new
software skills?

Journal of Information Technology and Application in Education Sept. 2012, Vol. 1 Iss. 3, PP. 97-104
- 99 -
II. METHOD
A. Sample
1) Students:
The sample was selected from a small university located
within a large, metropolitan area of over three million
people. Approximately 150 students, all of whom had at
least a Bachelor degree, were enrolled in an eight-month
teacher-education program for future instructors of grades 7
to 12. One hundred and four preservice teachers (64
females, 28 males, 12 missing data) ranging from 22 to 50
years old (M=30.9, SD=8.2), volunteered to participate in
the study. The participation response rate was 69%. Years
of computer related experienced varied from 0 to 2 years
(n=2, 2%), 3 to 5 years (n=15, 16%), 6 to 10 years (n=35,
38%), and more than 10 years (n=40, 44%).
2) Video podcasts:
The video podcasts supported the learning of over 200
software applications and were accessed through the Atomic
Learning website (http://www.atomiclearning.com/). Each
software application included 50 to 100 video podcasts, one
to three minutes in length, supporting basic, intermediate
and expert skills. Each preservice teacher had a unique user
name and password to log on to the website.
B. Procedure
The video podcasts were made available to students one
week prior to the start of the program. Preservice teachers
were given a 30-minute session on how to locate and use
video podcasts and had access to these tools 24 hours per
day, seven days a week until the end of the eight-month
program. No formal assessment of technological skills was
conducted based on the use video podcasts, nor was there
any requirement to use these tools.
Preservice teachers were informed of and asked to
volunteer for the study. Participation, which consisted of
filling in a 5 to 10 minute online survey, was voluntary and
anonymous and did not impact a student’s grade. Preservice
teachers were given three chances to fill in a single, online
survey throughout the term (see Appendix A).
C. Data Sources
1) Use of video podcasts:
Two questions were asked regarding how frequently
preservice teachers used video podcasts and what software
applications they sought help for in a one month period
(Appendix A).
2) Attitudes toward video podcasts:
Ten seven-point, Likert scale items were used to assess
preservice teachers’ attitudes toward video podcasts
focussing on ease of use, quality of explanations, overall
helpfulness, and how video podcasts compared to three
other teaching approaches: playing with the software, face-
to-face instruction, and written directions (Appendix A).
The internal reliability of this scale was 0.89. However,
since this study is a formative analysis, all items were
analysed individually in order to gain detailed insight into
the use of video podcasts.
3) Open-Ended question:
Finally, students were asked an open-ended question
about how useful video podcasts were in helping them to
learn new software. Sixty-nine students offered 109
comments which were assigned to a category and a rating
based on a five-point Likert scale (-2 = very negative, -1 =
negative, 0 = neutral, 1 = positive, 2 = very positive). Since
this was a formative analysis, no apriori assumptions were
made about what to look for regarding categories (see
Appendix B for coding scheme). Two raters independently
assessed all student comments and initially achieved inter-
rater reliability of 77% on the categories and 64% on the
ratings. The two raters then discussed differences in coding
and re-rated the comments independently. The final inter-
rater reliability estimates were 100% for categories and 98%
for numerical ratings.
III. RESULTS
A. Preservice Teachers’ Use of Video Podcasts
When asked how often they used video podcasts in a
month, most preservice teachers viewed them once (n=47,
46%) or every two weeks (n=29, 28%). Other responses
were two to three times per week (n=4, 4%) or weekly
(n=13, 13%). Ten percent of preservice teachers (n=10)
never used video podcasts.
When asked why they used video podcasts, the most
frequent response was to find out how to do a specific task
(n=59, 57%). Over one third of preservice teachers used
video podcasts to browse and explore new tasks they
“might” not know how to learn (n=39, 38%). A small group
of preservice teachers used the video podcasts to
systematically learn a new software package (n=19, 18%).
Finally, about ten percent of the students (n=14) used the
video podcasts to review tasks they had learned elsewhere.
B. Content of Video Podcasts Selected
Regarding learning content, preservice teachers used
video podcasts to learn a variety of speciality software
including Dreamweaver (n=25, 24%) and Flash (n=12,
12%) for web page design, Camtasia for screen recordings
(n=24, 23%), PowerPoint for presentations (n=23, 22%),
Geometers Sketchpad (n=22, 21%) and Fathom (n=21,
20%) for mathematics, Adobe Photoshop for editing
pictures (n=12, 12%), Moviemaker (n=9, 9%) for creating
video clips, and Inspiration for creating mind maps (n=9,
9%). Video podcasts were used infrequently to learn more
common software/tasks such as Windows (n=5, 5%), Adobe
Acrobat (n=4, 4%), searching the web (n=4, 4%), Outlook
for email (n=3, 3%), Internet Explorer (n=2, 2%), Excel
(n=2, 2%), and Word (n=1, 1%).
C. Preservice Teachers’ Attitudes Toward Video Podcasts
Preservice teachers’ attitudes toward video podcasts are
summarized in Table 1. The vast majority of students

Journal of Information Technology and Application in Education Sept. 2012, Vol. 1 Iss. 3, PP. 97-104
- 100 -
agreed that the video podcasts were clear, easy to find, and
delivered at a good pace. Most students felt that there were
enough topics to choose from and that being shown how to
do software tasks using video podcasts was helpful.
TABLE I PRESERVICE TEACHERS' ATTITUDES TOWARD VIDEO
PODCASTS (N=101)
Item Mean1 SD Dis2 Agr3
1. The clips I wanted
were easy to find. 5.9 0.9 7% 78%
2. The clips were easy to
follow. 6.0 0.9 6% 83%
3. There are enough
topics for me to learn. 5.6 1.2 4% 75%
4. The pace of the clips
was good. 5.9 1.0 4% 80%
5. The explanations were
clear. 6.0 0.9 2% 82%
6. Being shown how to do
a tasks with a video
was helpful. 5.8 1.3 3% 78%
7. Overall, the clips have
helped me learn how to
do new tasks. 5.5 1.1 4% 62%
1 Seven point Likert Scale (1-Strong Disagree to 7- Strongly Agree)
2 Both Disagree and Strongly Disagree
3 Both Agree and Strongly Agree
D. Preservice Teachers’ Learning Preferences Compared
to Video Podcasts
Preservice teachers had a slight preference for playing
with the software or face-to-face instruction compared to
using video podcasts to learn new skills. On the other hand,
video podcasts were clearly preferred over using written
instructions when learning new software (Table 2).
Based on 17 open-ended comments, preservice teachers
who used the video podcasts sparingly or not at all liked
using a trial and error approach to learning new software.
Sample comments were:
“Once I had some of the basics, I learned a lot by trial
and error, as well."
“It was useful when looking for specific functions that I
needed clarification on. However, I prefer learning
software by playing around with it rather than listening
to instruction.”
“I used a clip to help me with a project, but to be honest
I discovered other tasks the software does by playing
with the program.”
TABLE II PRESERVICE LEARNING PREFERENCES COMPARED TO
USING VIDEO PODCASTS (N=104)
Item Mean1 SD DA2 N4 Agr3
1. I would prefer to
play with the
software rather than
using the clips to
learn.
4.5 1.7 13% 54% 33%
2. I prefer face-to-face
instructions rather
than using the clips
to learn.
4.5 1.7 15% 51% 34%
3. I prefer written
instructions rather
than using the clips
to learn.
3.2 1.7 44% 45% 11%
1 Seven point Likert Scale (1-Strong Disagree to 7- Strongly Agree)
2 Both Disagree and Strongly Disagree
3 Both Agree and Strongly Agree
4 Neutral
E. Individual Differences in Preservice Teachers‘ Learning
Preferences
A MANOVA was run comparing male and female
preferences to trial and error, face-to-face, and written
instruction approaches for learning software compared to
watching video podcasts. Male preservice teachers preferred
trial and error for learning new software over the use of
video podcasts significantly more than female preservice
teachers (F=4.61, p <.05). There were no significant
differences between males and females with respect to
preference for using face-to-face or written instruction to
learn new software versus watching video podcasts.
Older preservice teachers preferred using a trial and
error approach to learn new software compared to watching
video podcasts significantly more than younger students
(r=0.21, p < .05). No significant age differences were
observed for face-to-face or written methods of instruction
when compared to using video podcasts.
Finally, preservice teachers with more computer
experience preferred a trial and error method of learning
new software compared to watching video podcasts
significantly more than students with less experience
(r=0.26, p < .05). No significant differences were observed
with respect to computer experience and using face-to-face
or written modes of learning compared to watching video
podcasts.
F. Overall Effectiveness of Video Podcasts
Overall, preservice teachers made 73 positive comments
and 36 negative comments about the helpfulness of video
podcasts in learning new software. With respect to positive
comments, five categories were noted including overall
usefulness, learning, just-in-time flexibility, basic skills, and
quality.
1) Usefulness:
A number of preservice teachers (n=25) commented that
video podcasts were useful. Typical comments were:

Journal of Information Technology and Application in Education Sept. 2012, Vol. 1 Iss. 3, PP. 97-104
- 101 -
“This tool is useful for learning new software when we
do not cover the topic in class.”
“I love them. I think they are very useful.”
“This is a very useful program that I plan on using in the
future.”
“I still had to experiment on my own somewhat, but, all
in all, I found the site very useful.”
2) Learning issues:
Many preservice teachers (n=18) made specific
reference to video podcasts helping them learn. A number of
issues were noted including discovering how to do new and
interesting tasks, learning through visual supports,
controlling the time and pace of learning, lowering anxiety,
and getting help when off campus. Sample comments were:
“This type of tutorial is great for giving the ‘That’s cool!
I didn't know it could do that’ knowledge.”
“I really liked the clips about the graphing calculator
because they showed me several options that I would
not have discovered on my own.”
“I like to learn through visual means.”
“I can even go at my own pace and review things at my
own time.”
“I’m the type of person who is easily intimidated by
computers, but the [video] clips ease[d] my anxiety!”
“Being on campus 3 days a week, going to find tech
help is not an option sometimes. The clips take the
place of a person, and they are just as good - if not
better.”
3) Just-in-time resource:
Preservice teachers (n=16) also viewed video podcasts
as a resource they could consult the moment they had a
question about a specific piece of software. Sample
comments were:
“I like this tool as a resource. I do not feel it can replace
instruction or support, but rather complement it.”
“ I looked only at what I needed and then after that I did
not explore the clips any further.”
“When an assignment is due which requires use of
specific software, I don’t have to go rifling through my
notes to find handouts on how to use the software. Ican
simply click on the shortcut on my desktop.”
“If I need to know how to do a specific task quickly, I
usually go to the clips.”
4) Basic skills:
Some preservice teacher used video podcasts primarily
to acquire the basic skills for using a new software package.
Typical comments included:
“The clips give the basics only to get a working
knowledge.”
“I found the tool as a great introduction to software.”
“I thought the clips were a good basis for familiarizing
myself with PowerPoint.”
“This tool was very useful at the beginning of the year
when many types of software were new.”
Regarding negative comments about the helpfulness of
video podcasts, three main themes were observed including
preference for other methods of learning, not having enough
time, and difficulty level.
A number of preservice teachers (n=17), as stated
earlier, preferred to use alternative methods to learning new
software including asking for help (e.g. “I found it easier to
ask someone for help.”), working on concrete tasks (e.g., “ I
learn new software when I finish a concrete task.”), reading
a manual (e.g., “But to learn in depth a software I would
recommend book instruction.”) and trial-and-error (e.g., “I
learned a lot by trial and error.”).
A small group of preservice teachers (n=8) commented
that they simply did not have the time to use the video clips
because of busy schedules and being overworked (e.g., “I
really didn’t have a lot of time to explore due to homework
load.”, “[In] a time-pressed world it is not always practical
to sit and randomly learn new software.”, “I don’t have
enough time to browse at my leisure, everything is rush,
rush, rush.”).
Several preservice teachers (n=8) perceived the
difficulty level of the video podcasts as being problematic.
Some felt the video podcasts were not advanced enough
(e.g., “I didn’t find that the mini clips really illustrated the
more advanced features.” while others thought they were
too easy (e.g., “As a fairly experienced user I find I easily
pick up new software without much outside help.
Therefore, I don’t use the clips often (almost never).”). A
few preservice teachers experienced the level of video
podcasts as being too disjointed (e.g. “I found going from
beginner to intermediate [clips] a big gap.”).
IV. DISCUSSION
A. Frequency and Reasons for Using Video Podcasts
While some preservice teachers used the video podcasts
to explore new tasks they might want to know or
systematically learn a complete new software package, most
used video podcasts two to four times per month to find out
how to do a specific task. Coupled with comments
indicating that video podcasts were effective, just-in-time
resources, the results are consistent with the proposed
learning approach of the Net Generation who rely on the
Internet to acquire information on a need-to-know basis,
when they want, where they want [18]. Given the time
constraints of the teacher education environment [23,24],
using video podcasts to learn specific software skills is a
reasonable and convenient approach.
B. Content of Video Podcasts Viewed
Preservice teachers used video podcasts to learn

Journal of Information Technology and Application in Education Sept. 2012, Vol. 1 Iss. 3, PP. 97-104
- 102 -
specialized as opposed to basic software skills. Key content
focussed on web design, subject specific software, and
multimedia tools. It is conceivable more common, everyday
software skills such as Windows, Word, or Internet Explorer
were already acquired or could be learned through everyday
use in the classroom, whereas specialized software required
additional support. The video podcasts in the study provided
help for over 200 different software packages, so preservice
teachers could get personalized assistance on a wide variety
of software tasks, whenever they needed it. Customized
help, while desirable for Net Generation students enrolled in
preservice teacher education programs [18], is also helpful
when it is economically and physically impossible to
provide face-to-face instruction for such a broad range of
software needs.
C. Preservice Teachers Attitudes Toward Video Podcasts
The majority of preservice teachers had positive
attitudes toward the quality and effectiveness of the video
podcasts they used. First, they noted that they were easy to
find, a vital feature in a time pressed environment. Second,
they were satisfied with the range of topics available, an
important consideration given the extensive software skills
that might be needed by a future teacher in training. Third,
preservice teachers were satisfied with the pace of the clips
and the quality of explanations. Finally, and perhaps most
importantly, preservice teachers claimed that the video
podcasts helped them to learn new tasks. These results are
consistent with previous research on student attitudes
toward lecture-based video podcasts in higher education
[34,38,3943,44,45]. However, the findings in this study are
new within the domain of teaching software skills in a
preservice preparatory program.
D. Preservice Teachers Learning Preferences Compared to
Video Podcasts
Not all preservice teachers preferred video podcasts to
help them learn new software. Survey data and student
comments suggested that a number of students preferred to
learn new software with a trial and error approach,
particularly males, older students, and individuals with a
higher level of computer experience. It is understandable
that if someone has a solid background with computer
software, it might be more efficient to play around than
search on a website for step-by-step instructions. On the
other hand, if a preservice teacher is relatively new to
learning software, additional scaffolding with short,
instructional, video podcasts might be more effective.
Based on survey data, but not student comments, some
preservice teachers preferred face-to-face, but not written
instruction over video podcasts. Video podcasts may be
more effective in situations where personal help is
unavailable and a specific skill needs to be learned in order
to proceed with an assigned task or project. It is also
important to remember that many students viewed video
podcasts as a resource to consult for specific questions.
Ultimately, these students may prefer face-to-face assistance
when it is available.
E. Effectiveness of Video Podcasts as a Teaching Tool
Positive comments about the effectiveness of video
podcasts outnumbered negative comments by a factor of
two to one. Both survey data and student comments strongly
suggested that preservice teachers found video podcasts
useful for learning new software tasks. Specific learning
advantages were noted such as reducing anxiety while
learning, just-in-time access, and being able to control the
time and pace of learning. These learning benefits are
consistent with previous research on the use of video
podcasts in higher education [37,41,46,47,48, 49].
Almost half the negative comments were stated
preferences to use other teaching modes to learn. The use of
video podcasts is just one method in a list of learning
predilections including asking for help, working on concrete
tasks, and reading the manual.
V. CONCLUSION
A. Summary
The purpose of this study was to examine the use of
video podcasts to teach software skills in a preservice
education program. Based on the frequency of use, reasons
cited for watching video podcasts, and the content of clips
viewed, it appears the principle use of video podcasts was to
access information about how to do specific tasks with
speciality software involving web design, subject-specific
software, and multimedia presentations. This type of use
helps support understanding of technological content, one of
the key areas outlined in Koehler & Mishra's [15] TPCK
model for integrating technology into education.
Furthermore, the customized, just-in-time, instant access to
video podcasts appears to meet the needs of preservice
teachers who, according to Tapscott [18], are part of the Net
Generation. Finally, the use of video podcasts addresses
certain practical obstacles such as limited time, fear of
technology, and limited technological skill. With video
podcasts, preservice teachers were able to access clips
whenever it was convenient, without being observed or
needing the expertise of a faculty member. Overall,
preservice teachers indicated that video podcasts were
useful in helping them learn new software tasks.
B. Educational Implications
The current study is a formative analysis of the use of
video podcasts to supplement the learning of new software
in a preservice teacher education program. It would be
premature to offer substantive recommendations for the use
of video podcasts in this milieu. However, several tentative
observations might be helpful. First, the availability of
video podcasts appears to be useful for preservice teachers
needing to learn speciality software. It is probably
impossible to find the time and schedule to teach all the
technology tools that might be required and preservice
teachers in the current study appeared satisfied to search for
required skills on a need-to-know basis. Second, it might be
best to use video podcasts as a supplementary tool, not a
replacement for teaching computer software in more
conventional methods. A number of students preferred
alternative approaches to learning. Finally, the video

Journal of Information Technology and Application in Education Sept. 2012, Vol. 1 Iss. 3, PP. 97-104
- 103 -
podcasts in this study seemed most helpful to preservice
teachers needing to learn basic or intermediate skills in
specialized software. More experienced users appeared
content and perhaps more able to employ a trial and error
approach to acquiring new technology skills.
C. Caveats and Future Research
In this study, care was taken to select a relatively large
sample of preservice teachers, use both quantitative and
qualitative data, and examine the use of a wide range of
technology-based video podcasts over a month-long period.
However, the methodology could be improved in several
ways. First, data could be collected from a larger, more
diverse sample. Second, the validity of the attitude survey
could be further developed to ensure the quality of data
collected. Third, the use of video podcasts could be tracked
from the website repository in order to determine more
precisely how many clips were used, when they were used,
and for how long. Fourth, qualitative data in the form of
interviews or small focus groups might provide more
detailed information about the benefits of using video
podcasts in a preservice teacher education program. Fifth, a
broader range of video podcasts could be examined
focussing on other components of the TPCK model [15]
such as demonstrating how technology is used effectively
with specific subject matter content or pedagogical
strategies used with software in the classroom. Finally, it
would be worth investigating whether this type of video
podcast would be effective in other disciplines such health
or social sciences.
REFERENCES
[1] Bennett L. (2001/2001). Technology standards for the
preparation of teachers. International Journal of Social
Education, 15(2), 1-11.
[2] CEO Forum on Education and Technology (2000). Teacher
preparation StaR chart: a self-assessment tool for colleges of
education – preparing a new generation of teachers Retrieved,
http://www.eric.ed.gov/PDFS/ED437382.pdf.
[3] National Council for Accreditation of Teacher Education
(2008). Professional standards accreditation of teacher
preparation institutions. Retrieved from
http://www.ncate.org/LinkClick.aspx?fileticket=nX43fwKc4
Ak%3D&tabid=669.
[4] OTA (1995). Teachers and technology: Making the
connection. OTA-EHR-616 (Washington, DC: U.S.
Government Printing Office). Retrieved from
http://www.fas.org/ota/reports/9541.pdf.
[5] Williamson J., & Redish T. (2009) ISTE’s Technology
Facilitation and Leadership Standards: What Every K-12
Leader Should Know and Be Able to Do. Eugene, OR: ISTE.
[6] Bernard R. M., Borokhovski E., Abrami P C., & Schmid R. F.
(2011). What forty years of research says about the impact of
technology on learning: A second-order meta-analysis and
validation study. Review of Educational Research, 81(1), 4-
28. doi: 10.3102/0034654310393361.
[7] Kozma R. B. (2003). Technology, innovation, and
educational change. A global perspective. Eugene, OR: ISTE.
[8] Kulik J. A. (1994). Meta-analytic studies of findings on
computer-based instruction. In E.L. Baker, and H. F.
O’Neile, Jr (Eds.). Technology assessment in education and
training. Hillsdale, NJ: Lawrence Erlbaum.
[9] Mann D. Shakeshaft C., Becker J., & Kottkamp R. (1999).
West Virginia’s Basic Skills/Computer Education Program:
An Analysis of Student Achievement. Santa Monica, CA:
Milken Family Foundation.
[10] Ross S. M., Morrison G. R., Lowther D. L. (2010).
Educational technology research past and present: Balancing
rigor and relevance to impact school learning. Contemporary
Educational Technology, 1(1), 17–35.
[11] SIIA (2002). Report on the Effectiveness of Technology in
Schools. Washington, DC: Software and Information
Industry Association.
[12] Sosa G., Berger D. E., Saw A. T., Mary J. C. (2010).
Effectiveness of computer-based instruction in statistics: A
meta-analysis. Review of Educational Research. 81(1), 97-
128. doi: 10.3102/003465431037817.
[13] Wenglinsky H. (1998). Does it computer? The relationship
between educational technology and student achievement in
mathematics. Princeton, NJ: Educational Testing Service.
[14] Kay R. H. (2006). Evaluating strategies used to incorporate
technology into preservice education: A review of the
literature. Journal of Research on Technology in Education,
38(4), 383 – 408.
[15] Koehler M. J., & Mishra P. (2008). Introducing TPCK. In
AACTE Committee on Innovation and Technology (Eds.),
Handbook of Technological Pedagogical Content Knowledge
(TPCK) for Educators (pp. 3-29). New York: Routledge.
[16] Montgomery K. C. (2009). Generation Digital. MIT Press:
MA.
[17] Palfrey J. & Gasser U. (2008). Born Digital. New York: Basic
Books
[18] Tapscott D. (2008). Grown Up Digital: How the Net
Generation is Changing Your World. New York: McGraw-
Hill.
[19] Volti R, (2010). Society and Technological Change (6th
Edition). New York: Worth Publishers.
[20] Collins A’, & Halerson R. (2009). Rethinking Education in
the Age of Technology. New York: Teachers College Press.
[21] Gatto J. T. (2010). Weapons of Mass Instruction. Gabriola
Island, British Columbia: New Society Publishers.
[22] Kohn A. (2000). The Schools Our Children Deserve. New
York: Houghton Mifflin.
[23] Eifler K. Greene T., & Carroll J. (2001). Walking the talk is
tough: From a single technology course to infusion. The
Educational Forum, 65(4), 366-375. doi:
10.1080/00131720108984518.
[24] Wepner S. B., Ziomek N., & Tao L. (2003). Three teacher
educators’ perspectives about the shifting responsibilities of
infusing technology into the curriculum. Action in Teacher
Education, 24(4), 53-63. doi:
10.1080/01626620.2003.10463279.
[25] Dexter S., & Ridel E. (2003). Why improving preservice
teacher educational technology preparation must go beyond
the college’s walls. Journal of Teacher Education, 54(4), 334-
346. doi: 10.1177/0022487103255319.
[26] Doering A., Hughes J. & Huffman D. (2003). Preservice
teachers: Are we thinking with technology? Journal of
Research on Technology in Education, 35(3), 342-361.
[27] Stuhlmann J. M., & Taylor H G. (1999). Preparing technically
competent student teachers: A three year study of
interventions and experiences. Journal of Technology and
Teacher Education, 7(4), 333-350.
[28] Strudler N., Archambault L., Bendixen L., Anderson D., &
Weiss R. (2003). Project THREAD: Technology helping
restructure educational access and delivery. Educational

Journal of Information Technology and Application in Education Sept. 2012, Vol. 1 Iss. 3, PP. 97-104
- 104 -
Technology Research and Development, 51(1), 39-54. doi:
10.1007/BF02504517.
[29] Thompson A. D., Schmidt D. A., & Davis N. E. (2003).
Technology collaboratives for simultaneous renewal in
teacher education. Educational Technology Research and
Development, 51(1), 73-89. doi: 10.1007/BF02504519.
[30] Bullock D. (2004). Moving from theory to practice: An
examination of the factors that preservice teachers encounter
as the attempt to gain experience teaching with technology
during field placement experiences. Journal of Technology
and Teacher Education, 12(2), 211-237.
[31] McGarr O. (2009) A review of podcasting in higher
education: Its influence on the traditional lecture, Australasian
Journal of Educational Technology, 25(3), 309-321. Retrieved
from http://www.ascilite.org.au/ajet/ajet25/mcgarr.pdf.
[32] Henry A. (2011). YouTube hits 3 billion views per day, 48
hours of video uploaded per minute. [Web log post].
Retrieved from http://www.geek.com/articles/news/youtube-
hits-3-billion-views-per-day-48-hours-of-video-uploaded-per-
minute-20110526/.
[33] Heilesen S. B. (2010). What is the academic efficacy of
podcasting? Computers & Education, 55(3), 1063-1068.
doi:10.1016/j.compedu. 2010.05.002.
[34] Holbrook J., & Dupont C. (2010). Making the decision to
provide enhanced podcasts to post-secondary science
students. Journal of Science Education and Technology,
20(1), 233-245. doi: 10.1007/s10956-010-9248-1.
[35] Crippen K. J. & Earl B. L. (2004). Considering the efficacy of
web-based worked examples in introductory chemistry.
Journal of Computers in Mathematics and Science Teaching,
23(2), 151-167.
[36] Green S., Voegeli D., Harrison M., Phillips J., Knowles J.,
Weaver M., & Shephard K. (2003). Evaluating the use of
streaming video to support student learning in a first-year life
sciences course for student nurses. Nurse Education Today
Journal, 23(4), 255-261.
[37] Winterbottom S. (2007). Virtual lecturing: Delivering lectures
using screencasting and podcasting technology. Planet, 18, 6-
8. Retrieved from http://www.gees.ac.uk/planet/p18/sw.pdf.
[38] Traphagan T., Kusera J. V., & Kishi K. (2010). Impact of
class lecture webcasting on attendance and learning.
Educational Technology Research and Development, 58(1),
19-37. doi: 10.1007/s11423-009-9128-7.
[39] Zhang D., Zhou L., Briggs R. O., & Nunamaker Jr, J. F.
(2006). Instructional video in e-learning: Assessing the impact
of interactive video on learning effectiveness. Information and
Management, 43(1), 15-27. doi:10.1016/j.im.2005.01.004.
[40] Alpay E., & Gulati S. (2010). Student-led podcasting for
engineering education. European Journal of Engineering
Education, 35(4), 415-427. doi:
10.1080/03043797.2010.487557.
[41] Hill J. L., & Nelson A. (2011). New technology, new
pedagogy? Employing video podcasts in learning and
teaching about exotic ecosystems. Environmental Education
Research, 17(3), 393-408. doi:
10.1080/13504622.2010.545873.
[42] Fernandez V., Simo P., & Sallan J.M. (2009). Podcasting: A
new technological tool to facilitate good practice in higher
education. Computers & Education, 53(2), 385-392.
doi:10.1016/j.compedu. 2009.02.014.
[43] Bennett P. & Glover P. (2008). Video streaming:
Implementation and evaluation in an undergraduate nursing
program. Nurse Education Today, 28(2), 253-258.
doi:10.1016/j.nedt.2007.04.005.
[44] Lonn S., & Teasley S. D. (2009) Podcasting in higher
education: What are the implications for teaching and
learning? Internet and Higher Education, 12(3), 88-92.
doi:10.1016/j.iheduc.2009.06.002.
[45] Pilarski P. P., Johnstone D. A., Pettepher C. C., & Osheroff N.
(2008). From music to macromolecules: Using rich
media/podcast lecture recordings to enhance the preclinical
educational experience. Medical Teacher, 30(6), 630-632.
doi:10.1080/01421590802144302.
[46] Jarvis C., & Dickie J. (2010). Podcasts in support of
experiential field learning. Journal of Geography in Higher
Education, 34(2), 173-186. doi:
10.1080/03098260903093653.
[47] Fill K., & Ottewill R. (2006). Sink or swim: taking: taking
advantage of developments in video streaming. Innovations in
Education and Teaching International. 43(4), 397-408. doi:
10.1080/14703290600974008.
[48] Chester A., Buntine A., Hammond K., & Atkinson L. (2011).
Podcasting in education: Student attitudes, behaviour and self-
efficacy. Educational Technology & Society, 14(2), 236–247.
[49] Griffin D. K., Mitchell D., & Thompson S. J. (2009).
Podcasting by synchronising PowerPoint and voice: What are
the pedagogical benefits? Computers & Education, 53(2),
532-539. doi:10.1016/j.compedu. 2009.03.011.
[50] Jarvis C. and Dickie J. (2009) Acknowledging the ‘forgotten’
and the ‘unknown’: The role of video podcasts for supporting
field-based learning, Planet, 22, 61-63. Retrieved from
http://www.gees.ac.uk/planet/p22/cjjd.pdf.
[51] Leijen A., Lam I., Wildschut L., Simons P. R. J., &
Admiraal W. (2009). Streaming video to enhance students’
reflection in dance education. Computers & Education, 52(1),
169-176. doi: 10.1016/j.compedu.2008.07.010.
[52] McCombs S., & Liu Y. (2007). The efficacy of podcasting
technology in instructional delivery. International Journal of
Technology in Teaching and Learning, 3(2), 123-134.
[53] Foertsch J, Moses G.A., Strikwerda J.C., & Litzkow M.J.
(2002). Reversing the lecture/homework paradigm using
eTeach® web-based streaming video software. Journal of
Engineering Education, 91(3), 267-274.
[54] O'Bryan A. & Hegelheimer, V. (2007). Integrating CALL into
the classroom: The role of podcasting in an ESL listening
strategies course. ReCALL, 19(2), 162-180. doi:
10.1017/S0958344007000523.
[55] Loomes M., Shafarenko A., & Loomes M. (2002). Teaching
mathematical explanation through audiographic technology.
Computers & Education, 38(1-3), 137-149. doi:
10.1016/S0360-1315(01)00083-5.
Robin H. Kay is an Associate Professor in the
Faculty of Education at the University of Ontario
Institute of Technology. He completed his Ph.D. in
Cognitive Science (Educational Psychology) at the
University of Toronto, where he also earned his
M.A. in Computer Applications in Education. Dr.
Kay has published over 120 articles, chapters and
conference papers in the area of computers in
education, is a reviewer for five prominent computer education journals,
and has taught computers, mathematics, and technology for over 20 years
at the high school, college and university level. Current projects include
research on laptop use in teacher education, learning objects, classroom
response systems, e-learning, video podcasts, gender differences in
computer related behaviour, emotions and the use of computers, and factors
that influence how students learn with technology.