From Scott's podcasting for principals tutorial:
What can I do with this? Well, I don’t know about you but I can talk faster than I can type. So maybe I’d like to send a message to my class… Ta da! I’ve just freed up 20 minutes of my day. What else might we do with this?
I'm all for stocking one's toolbox but the upbeat monologue here makes me wary. You can talk faster than you can type, which, great, but I hope you temper your blithe optimism with some concern for your listeners' experience at some point.
Not only do most of your listeners read faster than you talk but if you don't edit for clarity — eliding those ums, ahs, scripting beforehand, and clipping out those accidental digressions — they carry the burden of your communication.
Which seems kind of typical of my relationship with podcasts: lots of waiting and finger-thrumming while you circle a point you could've made in half my time had you typed up a coupla drafts1.
The suspicion just creeps over me every coupla months or so that the constant introduction of new tools has left your average, well-meant educator a permanent amateur, able to save some time for herself using these tools, unable to do anything better. And since we're all in that same state, there exists very little peer pressure towards excellence, excepting occasional posts from certain School 2.0 curmudgeons.
Tell me I'm wrong.
- On VidSnacks, which is every bit as "condescending" as this post is.
- Amateurs and Experts
- Podcasts: Why?
- iTunes Best Podcasts 2007