Communication Tool #7: Soundcloud

Soundcloud is an online service that allows users to upload and share audio files. It allows users to easily upload podcasts made right on their laptop and other devices through built-in microphones and software such as Garageband. Teachers or students can easily record themselves making a podcast, then upload the podcast to Soundcloud. Once on Soundcloud, the podcast can be shared with a vast online community. Or, the audio file can be embedded into websites or blog posts using an html code. Teachers could also use audio files of lessons to upload flipped lessons to Soundcloud.

Soundcloud gets a 3 for user friendliness. It does take a measure of technological savvy to load the audio files and embed them onto other sites or blog posts. 

Soundcloud gets a 3 for safety. There is some private information shared when an account is created and your voice is ultimately put out there onto the internet, but the access can be controlled by the user.

Soundcloud gets a 4 for Customization. There are countless ways to use this service since just about anything can be put into an audio file and accessed for PD or classroom instruction.

Soundcloud gets a 3 for Cross-Curricular. As with many of these other tools, an audio file could be set up using multiple subject areas, but this tool is not set up expressly to do so.

Soundcloud gets a 4 for Cognitive Differentiation. Creating audio files and expanding audience by putting your work out there on the internet definitely gets into the upper levels of the taxonomy.

	User Friendliness (Julie)	Safety (Lauren)	Customization for Educators (Brandon)	Cross-Curricular Application (Brandon)	Cognitive Differentiation (Julie)
EXCEEDS 4	Is more user friendly than traditional means/methods of teaching and/or completing standards, and/or can be used as an alternative method for students who struggle with the traditional methods of instruction/assessments.	Can be closely monitored by teachers/gatekeepers to ensure all participants (students, community members, etc,) abide digital citizenship standards with strict security measures and clearly stated privacy policies.	Can be customized to support collegial professional development AND classroom instruction, assessment, and/or reporting.	Can be used to develop units of study that tie in learning targets from multiple subject areas and connect to the world beyond school in order to increase relevance.	Can be used in all levels and a variety of processes of Marzano’s taxonomy.
MEETS 3	Can be used on a variety of devices and is easy to use for students and teachers.	Can be monitored by teachers/ gatekeepers and allows for opportunities to select/edit for instances of non-compliance of digital citizenship and with moderate security measures and a reasonable privacy policies.	Can be customized to meet the needs of individual educators according to grade level, subject area, class size, experience with technology, professional development needs, etc.	Can be applied to multiple learning targets across multiple subject areas and/or can be used to help design or support cross-curricular units of study.	Can be used for a variety of processes and levels of Marzano’s taxonomy.
PARTIALLY MEETS 2	Can be used on a variety of devices or is easy to use for students and teachers.	Can be monitored by teacher/ gatekeepers with limited opportunities to be select/edit for instances of non-compliance of digital citizenship standards and minimal security measures.	Can be partially customized, but not enough to fully meet the needs of individual educators.	Can be applied to only one or two learning targets in one or two subject areas and does not support the development of cross-curricular units of study.	Can be used for a variety of categories on one level of the taxonomy or a few processes on various levels of Marzano’s taxonomy.
DOES NOT MEET 1	Has several barriers which make it difficult for students and/or teachers to use.	Does not allow for monitoring by teacher/gatekeeper and permits disregard for digital citizenship standards.	Does not allow customization to meet the needs of individual educators,	Does not apply to learning targets in any more than one subject area.	Is limited to only a few categories of one process of Marzano’s taxonomy.