| This qualitative phenomenological study provides an introspective view into 20 urban American educators' podcast integration experiences in an effort to understand the multifaceted and complicated situations that hindered the successful implementation of podcasts. The study offers personal accounts through lived experiences. The results of the study identify key issues that contributed to teacher frustrations with podcast implementation and provide a guideline to enhance podcast integration within urban schools. It is important to note that before true and effective change can transpire, there must be a thorough examination of the educational dilemmas and the solutions that are in place to address them (Evers, Izumi, & Riley, 2001). This dissertation provides a rich and in-depth analysis of podcast integration though the lens of urban educators and offers valuable approaches for improvement. |
