My AR Question

Here is my AR Question: How can iPod technology be applied to the curriculum mapping process when utilized as a vehicle for helping our clients to align classroom literacy activities with state standards across all content areas?
At the present time, I'm learning all I can about the process of curriculum mapping because it is seems to be an effective way to help us work smarter instead of harder when it comes to preparing our students to meet rigorous content standards applied to REAL curriculum content. Publishers of test prep stuff may not be happy with my focus, but it has been my experience (at Nova Middle when we followed Heidi Hayes Jacobs's mapping process in creating our Reading Dept. maps) that mapping frees teachers to feel confident that what they are doing aligns with district and state expectations while giving teachers the freedom to choose selections and strategies with which they are most comfortable (reminds me of the Way of the Beaver).
IPod technology has the potential to fit into this process in a number of ways. First, schools can view parts of the process in action in the form of podcasts. Then there is the potential for accessing podcasts from ASCD and other organizations that can help us continuously learn more and apply our growing knowledge to our maps (maps are dynamic and not static). Since curriculum mapping IS a process, I think that viewing that process is an important part of assisting our clients in learning how to map -- and in the follow-up to any mapping workshop -- potentially much more effective than just reading about mapping or attending a training alone. I am reminded, once more, of the Oct. 25th Wall Street Journal article entitled "The Boss Puts The iPod to Work" where iPods are used as a staff development tool. So, that's where I'm going with my action research.