Podcasts... Pods...iPod?

I have an iPod.  Most people have an iPod.  When I got my iPod, I didn't really know how to use it.  However, I was late in the game when I got one and I waited long enough to get one that looked like it "made sense" (I got an iPod touch...touch screen with pictures... looked like a little computer.  It was functional.)  However, I had seen the first few generations of iPods on commercials and in my friends' hands.  There was a circle with a button and the circle was a spinny thing that did something.  I knew if I played around with it, I'd be able to figure it out in a few minutes, but if I got my mom one, she'd be able to figure it out in a few years.

Podcasts.  I've never downloaded a podcast (ON PURPOSE).  I have, however, downloaded a podcast on accident.  I thought it was a song.. it was free.  It was Jason Mraz - I like Jason Mraz.  So, I was like... where did my song go?  I searched on iTunes and go figure... it went into this file folder called Podcasts.  Well - I hadn't the slightest idea what that was, but, sure... I'll listen.  Holy cow... the dude was just rambling.  I don't care!  I want to hear my favorite songs, man!  Feel free to ramble at my concert, ok?!  I like you, but not enough to download your "podcast" and listen to you talk about who-knows-what when I don't even know what the word podcast means. 

So, my first "podcast" experience wasn't exactly a positive, memorable experience.  Although, I absolutely remembered the word when my teacher told us we were going to make one in class.  All I could think was - I can do that.  I am perfectly capable of boring the stink out of someone.  Then I realized (after doing a little reading... and reflecting) that I don't actually have to bore the stink out of someone to create a podcast - that's not the goal.  For me, it can really just be an oral assessment tool - it can be formal or informal.  If I choose to use it in my classroom, this could be a great tool for differentiation, especially for students who don't "test" well.  I can have evidence of their understanding, while saying that they actually completed a performance task in class, or out of class.  When I make one in grad school... well, I guess I'll just have to follow the guidelines! 

The students will catch on pretty quickly when I teach them what to do.  Me - well, I'm a middle-aged dog.  I'll get it eventually.  My mom... well, my brothers out-voted me.  We got her an iPod Nano in 2009.  I've loaded it for her twice (completely loaded it once and completely updated the music once) - twice a year I give her a tutorial on how to charge it...and turn it on so she could use it when she walks.  She usually gets frustrated after she realizes that, in order to turn it on, it needs to be charged.  This past summer, we spent about 6 hours together updating the music and playing around with it... Dad got her a docking station and she now uses her iPod. :)  She's a happy camper, learning to use her iPod...I'm not going to mention Podcasts to her.