Content Acquisition Podcasts Research Articles

Content Acquisition Podcasts vs Open-Access Podcast: Improving Preservice Physical Educators’ Ability to Teach Students With Visual Impairments

Children with visual impairments (VI) have numerous and well-documented health disparities that negatively impact their quality of life. Although physical education should serve as an avenue to reduce these disparities, physical educators often report being unprepared to work with children with VI. Physical education undergraduate programs also struggle to adequately address issues related to teaching children with disabilities. Hence, it is imperative that educational tools are identified that can more efficiently imbue the knowledge and skills related teaching children with VI in a physical education setting. The purpose of this study was to compare the effects of two types of educational podcasts (i.e., content acquisition podcasts and open-access podcasts) on preservice physical educators' knowledge and self-efficacy around teaching students with VI. The CAPs group had significantly higher knowledge gains compared to the control group but was non-significantly higher than the open-access group. The CAPs group significantly improved self-efficacy compared with the open-access and control groups. Implications for future research and suggestions for the use of educational podcasts within college and university settings are discussed.

Content Acquisition Podcasts and Preservice Physical Educators’ Knowledge and Self-Efficacy Toward Teaching Students With Visual Impairments

Identifying tools to reinforce content on teaching children with visual impairments (VI) is needed to better inform future physical educators as children with VI often have poor physical education (PE) experiences. Content acquisition podcasts (CAPs), podcasts created with instructional design principles and expert-developed content, may provide preservice PE teachers with knowledge and confidence needed to properly teach children with VI. The purpose of this investigation was to compare knowledge and self-efficacy differences from pre- to postintervention among a control group, a textbook chapter group, and a CAPs group. A knowledge and self-efficacy assessment was developed through a modified Delphi method. The CAPs participants showed significantly higher knowledge gains compared with other groups. The CAPs group revealed significantly higher self-efficacy gain when compared with the control but did not significantly differ from one another. The textbook group did not significantly differ from the control group. Implications for future research and suggestions for practitioners are discussed.

Selecting and Integrating High-Quality Videos into Teacher Education

High leverage practices (HLPs) in special education are 22 critical skills related to collaboration, assessment, social/emotional/behavioral, and instructional domains. These practices are supported by research and recommended for use in PK-12 classrooms serving students with and without disabilities. Given the vast instructional modalities used within teacher education (i.e., face-to-face, online synchronous, online asynchronous, or hybrid flexible), it is important to have an array of resources that support teacher candidates’ knowledge of HLPs, in addition to providing a glimpse at HLP implementation in authentic contexts. Videosare an advantageous option for achieving both goals; however, there are important considerations for maximizing the effectiveness of this learning support. Therefore, the aim of this article is to provide teacher educators with guidance on selecting and integrating videos to address critical HLP content. With a focus on leveraging effective design elements, this article describes the benefits of using video to address HLP content in special education teacher preparation programs, and offers guidance on integrating video within coursework through the use of a multimedia instructional tool called Content Acquisition Podcasts (CAPs).

Learning About Communication Disorders: Comparison of Two Instructional Methods With Multimedia for Preservice Teachers

Content acquisition podcasts (CAPs) are a popular tool in special educator preparation but little is known about their application to communication disorders. This quasi-experimental study investigated the effectiveness of two instructional methods: lecture plus video and a content acquisition podcast (CAP). Participants were undergraduates in early childhood education and special education programs ( N = 62). Participants were assessed on their knowledge and application of communication development and disorders at four time points. Results indicated that the lecture plus video condition was more effective at producing knowledge gains compared to the CAP condition, but both conditions were equally effective at producing gains in application ability at post-test. Neither group maintained their knowledge gains 8 weeks after instruction. Learning condition did not affect participants in the two education programs differently. Implications for teacher preparation are discussed.

Comparing Two Established Multimedia Approaches for Teaching Vocabulary to Students with and Without Disabilities

Vocabulary is a critical building block for establishing mastery of content area knowledge. Two technology-based tools (InferCabulary and Content Acquisition Podcasts for Students [CAP-S]) have been found to have beneficial effects on students’ vocabulary knowledge, but efficacy of device features across varied presentation formats is unknown. The purpose of this study was to compare InferCabulary and CAP-S on four measures of vocabulary performance. Fifth-grade students (n = 656) drawn from 30 classrooms across three states participated in one of three conditions to learn 100 new vocabulary terms. Teachers ( n = 30) taught student participants new word meanings via the InferCabulary program, CAP-S instructional slides, or their business-as-usual (BAU) approach to instruction. Results indicate that when students learned vocabulary using InferCabulary or CAP-S approaches, they significantly outperformed their peers who participated in BAU vocabulary instruction. In addition, students with disabilities in the CAP-S and InferCabulary conditions scored similarly to students without disabilities in the BAU condition on most measures. Implications for research and practice are discussed.

Using Multimedia to Create Explicit and Culturally Responsive Content Area Vocabulary Lessons

Topics presented in content area courses at the secondary level are often comprised of specialized and/or multiple-meaning vocabulary terms that can challenge students’ understanding. Additionally, gaps in relevant knowledge from prior learning experiences in earlier grade levels may further impede comprehension of content area concepts. This is often the case for students with disabilities and culturally and linguistically diverse (CLD) students who tend to struggle in secondary content area classes due to learning barriers related to disability, culture, language, or the intersection of these student characteristics. Content Acquisition Podcasts for Students (CAP-S) is a multimedia tool that has been effective in increasing vocabulary knowledge among students with disabilities. However, this article provides a detailed description of how CAP-S embed instructional practices that are effective for students with disabilities from CLD backgrounds, and includes a step-by-step guide to support practitioners in creating and recording their own CAP-S vocabulary lessons to increase success among CLD students with disabilities participating in secondary content area classrooms.

An Examination of the Use of a Vocabulary Instruction Strategy (Content Acquisition Podcast) on the Vocabulary Comprehension of Students, Through the Use of Action Research Methods

Academic vocabulary is a strong indicator of a student’s ability to learn subject content. Subject mastery is a strong predictor of academic achievement. Academic vocabulary comprehension is a critical component of academic success that is required for making meaning of new information, and demonstrating mastery of academic concepts through the construction of meaningful, articulate assessment responses. Repeated exposures to academic vocabulary and multiple opportunities to practice using academic vocabulary are likely integral to the ability to use academic texts in a meaningful way (Townsend, Filipinni, Collins, & Biancarosa, 2012). This paper reports of an examination of the effect of the use of CAPs (Content Acquisition Podcasts) on vocabulary acquisition among two groups of students, both inclusive, both including ELL students, by two student researchers.

Using Content Acquisition Podcasts to Improve Preservice Teacher Use of Behavior-Specific Praise

With increasing demands for teacher accountability, today’s teachers are tasked with meeting both the academic and behavioral needs of their students. Being able to efficiently manage classroom behavior can maximize classroom time for instruction. In a multiple-probe across participants design study, we investigated the effects of content acquisition podcasts (CAPs) plus video along with coaching feedback on preservice teachers’ use of behavior-specific praise statements. Preservice teachers in elementary, intermediate, middle, and high school settings participated during their final internship in a special education preparation program. Direct observations over a 9-week period showed an increase in the use of behavior-specific praise statements across participants. Implications for research and teacher education are discussed.

Evaluating the Effect of Embedded Responses in Multimedia-Based Instruction With Preservice Teachers

We report the findings of a randomized controlled trial examining the use of content acquisition podcasts for teachers (CAP-Ts) with 94 preservice teacher participants from two public universities. This study is an extension of a previous CAP-T study. We examined whether active embedded questions in CAP-Ts increased participant knowledge of functional behavioral assessments (FBAs). Participants completed a pretest, treatment, and posttest assessment to measure the extent to which CAP-Ts with active embedded questions supported participant knowledge, improved application of FBA skills, and impacted social validity as compared with traditional CAP-Ts. Findings indicate that CAP-T with embedded questions did not produce significant changes in preservice teacher knowledge and application of skills. Limitations and future directions are discussed.

Content acquisition podcasts’ impact on preservice teachers’ understanding of language and disability

AbstractEducators’ understanding and use of language is particularly relevant in relation to historically marginalized groups, such as people with disabilities. However, previous research has suggested that teacher education programs do not adequately address the concepts of language and disability. Content acquisition podcasts (CAPs) may provide them with knowledge related to language and disability. The purposes of this investigation were to determine how a CAP impacts undergraduate students’ understanding of language with regards to people with disabilities, and examine undergraduate students’ perceptions towards CAPs as a learning tool. Qualitative analyses, a pairwise t‐test, and a Pearson’s correlation analysis were used to determine CAP’s impact on 43 preservice educators. Results revealed that the CAP significantly increased the participants’ knowledge and that the participants had positive perceptions towards the CAP. Findings from focus group discussions indicated a number of themes emerged in relation to both language use regarding people with disabilities and CAPs. Practitioner NotesWhat is already known about this topic Language allows for one to build and understand the world around them, as well as reflects how one views others. The language educators use when referring to and addressing students with disabilities creates a unique environment that can impact students with disabilities’ self‐esteem, and provides a model for typically developing students on how to interact with their peers with disabilities. Podcasts have been noted as an educational phenomenon, with social and “media‐rich” features that exemplify the uniqueness and broad appeal of online learning. What this paper adds Although there has been a great deal of research with regards to content acquisition podcasts (CAPs), most of the research has focused on topics that have singular answers, rather than focusing on complex issues that are often contextual, such as language use. This study utilized focus groups to better understand undergraduate students’ perceptions of CAPs. To the best of the investigators’ knowledge, is the first CAP study to do so. Implications for practice and/or policy This investigation suggests that CAPs can be used to teach ambiguous and complex information, such as language usage and disability, to preservice teachers. CAPs that are able to teach complex issues are a promising tool, as this would allow faculty members to positively impact preservice teachers’ instructional skills and enable CAPs to be used to prepare preservice teachers to build meaningful relationship with their students and create a positive learning environment.

The Impact of Podcasts on Special Education Administrators’ Understanding of Adapted Physical Education Services

ABSTRACT Special education administrators need an understanding of adapted physical education (APE) educational service delivery in order to properly supervise APE service delivery to students with disabilities. However, some preliminary research has suggested that special education administrators have a general lack of knowledge related to APE. Content acquisition podcasts (CAPs) may provide them with the knowledge needed to effectively supervise APE services. The purposes of this study were to examine the impact of CAPs on special education administrators’ knowledge specific to APE and determine how special education administrators perceived CAPs as a form of professional development. Qualitative analyses, t-tests, and a repeated measures ANOVA were used to determine CAPs’ impact on 29 participants. Results revealed that the participants had a low understanding of APE; however the CAPs were found to increase the participants’ knowledge. In addition, the participants had positive perceptions towards the CAPs as a form of professional development.

Special Education Preservice Teacher Knowledge of Mathematics Methods: The Effects of Content Acquisition Podcasts (CAPs)

In undergraduate college courses, assignments designed to showcase preservice teacher learning traditionally include classroom presentations, papers, projects, and tests. Often, these activities do not translate into permanent products that will be utilized outside the course. The purpose of this pilot study was to investigate the effects of self-created video podcasts on content acquisition among undergraduate preservice special education teachers. Preservice teachers in two undergraduate courses were randomly assigned to one of two conditions: (1) podcast condition (treatment group; n = 25) and (2) traditional live presentation condition (control group; n = 25). The participants in each group were then assigned targeted instructional strategies for teaching mathematics. Pre–post measures included a comprehensive multiple-choice test and an open-ended assessment targeting each assigned strategy. During the last 2 weeks of the semester, participants presented their final product and completed the posttests. Results suggested that the participants in the treatment group (podcasts) acquired a deeper understanding of their assigned strategy than the participants from the comparison group (live presentations). The treatment group also outperformed the control group on the comprehensive multiple-choice test.

Supporting high school teachers' implementation of evidence-based classroom management practices

Teachers who employ practices associated with positive behavior intervention and support (e.g., provide opportunities to respond, behavior specific praise, and pre-corrections) create superior learning environments. In a randomized-controlled trial, we investigated the effects of a multimedia-based intervention called Content Acquisition Podcasts for Teachers with Embedded Modeling Video (CAP-TV) on high school teachers' implementation of these practices. Direct observations showed that teachers who participated in the CAP-TV condition used significantly more of the practices than those in the control condition and their students were significantly more engaged during class sessions. These findings indicate that multimedia strategies can be used to provide professional development that will help teachers adopt effective teaching practices.

Creating Content Acquisition Podcasts (CAPs) for Vocabulary

Mastering content vocabulary is critical to the success of students with high-incidence disabilities in the general education curriculum. General education classrooms often do not offer the opportunities necessary for these students to master important vocabulary. Teachers often look to technology to help. Several studies have indicated that content acquisition podcasts (CAPs) may have an impact on the vocabulary learning of secondary students with high-incidence disabilities. In this study, 37 in-service teachers enrolled in a master’s program in special education were taught to create CAPs for vocabulary terms in a course focused on methods for secondary-level instruction. Teacher-created podcasts were assessed on the presence of Mayer’s instructional design principles as well as evidence-based practices for vocabulary instruction. Although teachers were able to include many instructional design principles related to technology in their CAPs, their use of instructional principles and evidence-based practices was inconsistent. Implications are discussed.

Evaluating the Relationship Between Naturalistic Content Acquisition Podcast Views and Course Performance

Content Acquisition Podcasts for Teachers (CAP-T) are a form of multimedia-based instruction that are supported by an empirical record of effectiveness and are grounded in Mayer’s cognitive theory of multimedia learning and accompanying instructional design principles. In this study, 162 students enrolled in an introductory course in special education were assigned to watch CAP-Ts for a variety of topics throughout the semester. Students tracked their viewings per CAP-T and self-reported the number of views during the midterm and final examinations. Researchers included clusters of questions coded to each CAP-T on the exams. Linear regression was used to predict student performance on each cluster of questions based on the number of CAP-T viewings. Results show a positive, predictive relationship between CAP-T views and performance on midterm and final exam questions overall, but some unexpected findings emerged when looking at individual subcomponents of the assessments.

Using Content Acquisition Podcasts to Increase Student Knowledge and to Reduce Perceived Cognitive Load

The use of multimedia-driven instruction in college courses is an emerging practice designed to increase students’ knowledge. However, limited research has validated the effectiveness of using multimedia to teach students about functional behavioral assessments (FBAs). To test the effectiveness of a multimedia tool called Content Acquisition Podcasts (CAPs), this study utilized a pretest–posttest design across two groups of students. One group received instruction on FBAs in the form of a CAP, whereas the other group received a typical lecture (control comparison). Results revealed that members of the CAP group performed better on the posttest compared to the students who received the lecture when the pretest scores were controlled for previous knowledge. In addition, students in the CAP group had lower self-reported levels of cognitive load. Implications for the use of CAPs and future research are discussed.

Using Content Acquisition Podcasts to Improve Teacher Candidate Knowledge of Curriculum-Based Measurement

Given the significant literature supporting the use of curriculum-based measurement (CBM) for data-based decision making, it is critical that teacher candidates learn about it prior to student teaching and entry into the field as full-time teachers. The authors of this study used a content acquisition podcast (CAP), a multimedia-based instructional tool, to deliver information regarding CBM to teacher candidates. A second set of students received a practitioner-friendly text containing the same content as the CAP. Participants from three universities ( N = 270) were randomly assigned to condition and completed pretest, posttest, and maintenance probes of CBM knowledge and ability to apply skill. In addition, participants completed a measure of motivation during their instruction. Results showed that participants who learned using the CAP scored significantly higher on the knowledge and application measures and reported being more motivated during instruction than peers in the text-only condition. The authors discuss implications for teacher education instruction and future research.

Multimedia in Teaching and Learning: Content Acquisition Podcasts

The use of multimedia in K-12 and higher education is expanding. This presentation will discuss the use of Content Acquisition Podcasts (CAPs) for providing accessible professional development in evidence-based practices (EBPs) for current and prospective teachers as well as the further use of CAPs in K-12 classrooms. CAPs are multimedia-based instructional vignettes that deliver instruction for any topic, created using Mayer's 12 effective instructional design principles (Mayer, 2009). Only essential information is presented in CAPs, excluding any irrelevant or extraneous information. All text, images, as well as human and engaging narration used in CAPs are aligned and presented in close proximity. Explicit cues are used to signal the important information, so that the text on the screen highlights the importance of the presented information. CAPs provide multiple practice opportunities for the content and can be accessible for students at any time, not just during class. Sample CAPs have been created in Microsoft PowerPoint using the built-in narration feature and can be found at www.SPEDIntro.com. While the examples provided are all in the area of special education, CAPs can be created and used in absolutely any discipline. Attendees will learn about the research activities and results of the 4-VA grant (CAPs-for-CAPs) recently awarded to the presenters.

Innovations in the Delivery of Content Knowledge in Special Education Teacher Preparation

Teacher educators are expected to provide preservice special education teachers with extensive knowledge about a variety of topics as well as allowing candidates a chance to engage in higher-level thinking about content. Today, some teacher educators are thinking “outside the box” when it comes to instructional delivery by moving beyond the traditional lecture format for instruction. This article discusses three alternatives to lecture-style instruction: (a) interteaching, (b) video-based reflection, and (c) content acquisition podcasts. Each of these strategies is a way to improve candidates’ engagement with the material while improving learning. The features and benefits of each approach are provided in addition to steps for using these strategies within teacher preparation.

Creating Multimedia-Based Vignettes with Embedded Evidence-Based Practices: A Tool for Supporting Struggling Learners

Most general education content area teachers teach classes that include students with disabilities. However, this can be a daily challenge, as most teachers in this group receive limited support for meeting the unique needs of those students in their respective disciplines. One tool used by many to help support learning for all students is multimedia-based instruction; however, the quality of available multimedia can be hit or miss, it can be difficult to find, and it is often a mismatch for student learning needs. In this study, an innovative multimedia-based intervention, Content Acquisition Podcasts (CAPs) are introduced and described in the context of teacher candidate capacity to create a sample video. CAPs contain a combination of evidence-based instructional design principles and practices for learning vocabulary terms and concepts. Forty master's degree students were taught to create CAPs, which were evaluated for adherence to established design principles and evidence-based instructional practices. Participants completed a satisfaction survey and participated in a focus group regarding their experience. Implications for practitioners and teacher educators are included and discussed.