Podcast didactics in the 8th grades. a classroom experience in the community of Madrid

Abstract

This article develops an experimental, cross-cutting, and descriptive analysis in which ‘podcast didactics’ is proposed. It has a monographic structure according to the contextualization, diagnosis and justification of an educational project, as a possible practical solution to a real problem in 8th graders, welcomed to PMAR (Learning and Performance Improvement Program) and enrolled in an Institute of Secondary Education of the Community of Madrid (Spain). An official program that is conceived as a measure of attention to diversity, with a specific methodology and academic programming. Thus, we opted for a qualitative participatory and dialogue-based action research, which builds on the perspectives and actions of the participants through the podcasting system. This helped to understand and deepen on the specific phenomenon of this study with the purpose of presenting an analysis of results and a series of conclusions. A practical process developed with these students, in the sociolinguistic field was undertaken to determine their cognitive and emotional progress, and to what extent teachers use innovative didactic materials, as an appropriate ludic strategy in the teaching-learning process.