Final Project: Empowering Digital Storytellers

 

FINAL PROJECT: Empowering Digital Storytellers

Name: Tommy Thomas
School: Ekamai International School, Bangkok, Thailand
Title: Empowering Digital Storytellers: A Cross-Curricular Podcasting Unit
Subject: Economics
Grade Level: 10
Description: In this project-based unit, Grade 10 students will explore core economic concepts and current issues by producing, editing, and publishing their own podcasts. This initiative combines media production, economic research, critical thinking, and digital communication skills. Students will work in small groups to investigate topics like supply and demand, inflation, consumer behavior, or economic inequality, and present their findings in a podcast format for a student audience. This project will have to be undertaken towards the end of the school year after the relevant topics are covered in the class discussions.

Focus on Technology Skills: This initiative integrates technology in a meaningful, skill-building way. Students will:

  • Use digital research tools (databases, news) to gather economic data and trends
  • Script, record, and edit podcast episodes using software such as Audacity, GarageBand, or online tools like Podbean, Sportify, Anchor
  • Create cover art using Canva or Adobe
  • Publish their work on a private class podcast platform (e.g., Google Classroom or Moodle)

Technology supports learning objectives such as:

  • Gather information from multiple sources
  • Applying economic concepts to real-world situations
  • Communicating ideas effectively to a broad audience

Comprehensiveness: This unit spans 4-5 weeks and includes the following components:

  1. Topic selection and research (Week 1)
  2. Scriptwriting and peer feedback (Week 2)
  3. Recording and audio editing (Week 3)
  4. Publishing and reflection (Week 4)
  5. Extension and cross-sharing with another class or school (optional) (Week 5)

Preparation:

Teacher Preparation:

  • Learn the basics of podcasting platforms and editing tools
  • Prepare assessment rubrics and example podcasts
  • Coordinate with the IT department for tech support

Student Preparation:

  • Introduction to digital citizenship and copyright use
  • Training on podcast formats, storytelling structure, and interviewing techniques
  • Practice with audio tools and collaborative writing platforms (e.g., Google Docs)

Materials:

  • Laptops or tablets
  • Microphones and headphones
  • Internet access and podcasting software
  • Access to online research tools and databases

Activities:

  • Mini-lessons on economic concepts
  • Topic brainstorming and proposal submission
  • Group research and collaborative scripting
  • Technical workshops on editing and audio quality
  • Recording sessions (can be done in class or at home)
  • Publishing to the class site, followed by class-wide listening and peer review
  • Reflective blog post or video diary about what they learned through the process

Management Plan:

  • Weekly check-ins and progress tracking using Google Classroom
  • Defined group roles (e.g., researcher, scriptwriter, editor, host)
  • Use of rubrics for self- and peer-assessment
  • Student-led tech support team for troubleshooting
  • Digital submission folders for managing drafts and audio files

Evaluation:

  • Rubric-based assessment of podcast content, clarity, research, and technical quality
  • Peer and teacher reviews after listening sessions
  • Student self-reflection surveys
  • Optional post-project quiz on economic concepts covered in the podcasts
  • Teacher reflection log to assess engagement and identify improvement areas

This project promotes 21st-century skills—creativity, collaboration, critical thinking, and communication—through the lens of Economics, making student learning visible, engaging, and relevant.

 

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