This article describes a teaching experience using podcasting in 2nd PMAR (Program for the Improvement of Learning and Performance) in a secondary school (IES) in the Community of Madrid. With a qualitative, participatory, and dialogic approach, the sociolinguistic domain was worked on for a diverse group of 30 students with a history of low performance and high demotivation.
The project was structured as a teaching sequence in four phases (motivation, preparation, production, and exhibition), focusing on a common theme like the Middle Ages and on the creation of collaborative podcasts based on guided searches, brief scripts, and adapted formal criteria.
The intervention organized the cohort into sub-groups to research literary, historical, and cultural approaches, synthesize information, and transform it into radio scripts with expressive elements (surveys, voiceovers, musical jingles/stings).
The podcast was conceived not as a repository of content, but as an active tool to foster attention, comprehension, planning, oral and written expression, and cooperative work. Technical accessibility and teacher scaffolding were carefully managed, with iterative corrections and public presentation of the products to reinforce self-regulation and formative assessment.
The results indicate greater motivation, a better classroom climate and emotional stability, progress in communicative competence (especially in written and oral production), and a positive reception of the format by the students. However, there were limitations: small sample size, focus on a single topic/period, unequal quality of the podcasts, and absence of randomization, which restricts generalization.
Even so, the study suggests that podcasting is an effective and flexible resource for PMAR, both in face-to-face and distance learning, and recommends expanding samples and contexts in future research to confirm and refine the findings.
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How to Cite: González Conde, M. J., Prieto González, H., & Baptista Gil, F. (2022). Podcast Didactics in the 8th Grades. A Classroom Experience in the Community of Madrid. RIED-Revista Iberoamericana de Educación a Distancia, 25(1), 183–201. https://doi.org/10.5944/ried.25.1.30618
