Modern society is constantly evolving, affecting the creation and use of technology. Concurrently, technology is relentlessly developing and expanding, influencing the very society to which it is introduced. In a rapid-paced, globally influenced educational community, podcasts are among the latest and promising innovations being introduced into the educational arena to reach technology-savvy students. Information in various technological formats is not new, nor is their application to the educational process unique. Many past technologies such as the record player, tape player, radio, television, and computers were all believed to exhibit enormous potential to transform education. However, in almost every instance, they have failed to live up to the hype and promises made by their advocates. In some cases, they failed because something newer and better appeared; in other cases, it was the lack of resources and poor implementation or failing to understand the many challenges required to implement them. Although podcasting technology is not new, it is still in the formative stages as an educational resource. Recognizing the potential value of podcasts to the field of education, this study investigated factors that inhibit or influence the creation and use of podcasts as an educational resource. In addition, the study examined faculty’s satisfaction in the use of podcasts as a resource to achieve learning objectives and outcomes. Recognizing the potential value of podcasts to the field of education, this study investigated factors that inhibit or influence the creation and use of podcasts as an educational resource. In spite of the fact that most participants believed that podcasts would produce positive results, improve student engagement, and motivation, and that podcasts would improve their effectiveness as instructors, the majority of participants did not employ podcasts. In addition, most believed that there were inadequate incentives in exchange for the time and effort required to create and use podcasts.
","abstract_html":"<p>Modern society is constantly evolving, affecting the creation and use of technology. Concurrently, technology is relentlessly developing and expanding, influencing the very society to which it is introduced. In a rapid-paced, globally influenced educational community, podcasts are among the latest and promising innovations being introduced into the educational arena to reach technology-savvy students. Information in various technological formats is not new, nor is their application to the educational process unique. Many past technologies such as the record player, tape player, radio, television, and computers were all believed to exhibit enormous potential to transform education. However, in almost every instance, they have failed to live up to the hype and promises made by their advocates. In some cases, they failed because something newer and better appeared; in other cases, it was the lack of resources and poor implementation or failing to understand the many challenges required to implement them. Although podcasting technology is not new, it is still in the formative stages as an educational resource. Recognizing the potential value of podcasts to the field of education, this study investigated factors that inhibit or influence the creation and use of podcasts as an educational resource. In addition, the study examined faculty’s satisfaction in the use of podcasts as a resource to achieve learning objectives and outcomes. Recognizing the potential value of podcasts to the field of education, this study investigated factors that inhibit or influence the creation and use of podcasts as an educational resource. In spite of the fact that most participants believed that podcasts would produce positive results, improve student engagement, and motivation, and that podcasts would improve their effectiveness as instructors, the majority of participants did not employ podcasts. In addition, most believed that there were inadequate incentives in exchange for the time and effort required to create and use podcasts.</p>","abstract_has_math":false,"creators":["Mitchell, Thomas Augustine"],"institution":null,"degree_name":"Doctor of Philosophy (PhD)","degree_level":"Open Access Dissertation","degree_discipline":"College of Technology","degree_department":null,"school":null,"contributors":["Denise Pilato","Morell D. Boone","Polly Buchanan"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-01-01T08:00:00Z","date_published":"2012-01-01T08:00:00Z","updated_at":"2026-07-24T02:17:27Z","subjects":["agency","anchor texts","empathy","picture books","secondary ELA","visual literacy","Engineering","Technology and Innovation"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://commons.emich.edu/theses/845","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Denise Pilato","Morell D. Boone","Polly Buchanan"]},{"key":"dc:creator","label":"Author","values":["Mitchell, Thomas Augustine"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-03-14T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["College of Technology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy (PhD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["agency","anchor texts","empathy","picture books","secondary ELA","visual literacy","Engineering","Technology and Innovation"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://commons.emich.edu/theses/845"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Modern society is constantly evolving, affecting the creation and use of technology. Concurrently, technology is relentlessly developing and expanding, influencing the very society to which it is introduced. In a rapid-paced, globally influenced educational community, podcasts are among the latest and promising innovations being introduced into the educational arena to reach technology-savvy students. Information in various technological formats is not new, nor is their application to the educational process unique. Many past technologies such as the record player, tape player, radio, television, and computers were all believed to exhibit enormous potential to transform education. However, in almost every instance, they have failed to live up to the hype and promises made by their advocates. In some cases, they failed because something newer and better appeared; in other cases, it was the lack of resources and poor implementation or failing to understand the many challenges required to implement them. Although podcasting technology is not new, it is still in the formative stages as an educational resource. Recognizing the potential value of podcasts to the field of education, this study investigated factors that inhibit or influence the creation and use of podcasts as an educational resource. In addition, the study examined faculty’s satisfaction in the use of podcasts as a resource to achieve learning objectives and outcomes. Recognizing the potential value of podcasts to the field of education, this study investigated factors that inhibit or influence the creation and use of podcasts as an educational resource. In spite of the fact that most participants believed that podcasts would produce positive results, improve student engagement, and motivation, and that podcasts would improve their effectiveness as instructors, the majority of participants did not employ podcasts. In addition, most believed that there were inadequate incentives in exchange for the time and effort required to create and use podcasts.
"]},{"key":"dc:title","label":"Title","values":["Measuring faculty satisfaction and motivation to use podcasts: A pilot study"]}]}],"canonical_facts":{"dc:contributor":["Denise Pilato","Morell D. Boone","Polly Buchanan"],"dc:creator":["Mitchell, Thomas Augustine"],"dc:date.available":["2018-03-14T07:00:00Z"],"dc:description.abstract":["Modern society is constantly evolving, affecting the creation and use of technology. Concurrently, technology is relentlessly developing and expanding, influencing the very society to which it is introduced. In a rapid-paced, globally influenced educational community, podcasts are among the latest and promising innovations being introduced into the educational arena to reach technology-savvy students. Information in various technological formats is not new, nor is their application to the educational process unique. Many past technologies such as the record player, tape player, radio, television, and computers were all believed to exhibit enormous potential to transform education. However, in almost every instance, they have failed to live up to the hype and promises made by their advocates. In some cases, they failed because something newer and better appeared; in other cases, it was the lack of resources and poor implementation or failing to understand the many challenges required to implement them. Although podcasting technology is not new, it is still in the formative stages as an educational resource. Recognizing the potential value of podcasts to the field of education, this study investigated factors that inhibit or influence the creation and use of podcasts as an educational resource. In addition, the study examined faculty’s satisfaction in the use of podcasts as a resource to achieve learning objectives and outcomes. Recognizing the potential value of podcasts to the field of education, this study investigated factors that inhibit or influence the creation and use of podcasts as an educational resource. In spite of the fact that most participants believed that podcasts would produce positive results, improve student engagement, and motivation, and that podcasts would improve their effectiveness as instructors, the majority of participants did not employ podcasts. In addition, most believed that there were inadequate incentives in exchange for the time and effort required to create and use podcasts.
"],"dc:identifier":["https://commons.emich.edu/theses/845"],"dc:subject":["agency","anchor texts","empathy","picture books","secondary ELA","visual literacy","Engineering","Technology and Innovation"],"dc:title":["Measuring faculty satisfaction and motivation to use podcasts: A pilot study"],"thesis:degree_discipline":["College of Technology"],"thesis:degree_level":["Open Access Dissertation"],"thesis:degree_name":["Doctor of Philosophy (PhD)"]},"updated_at":"2026-07-24T02:17:27Z"}