iPods are one of the hottest selling gadgets on the market. They are everywhere, and that includes college campuses. Duke University initially distributed iPods to all incoming freshmen and then moved to a classroom focus, and even smaller campuses, such as Georgia College & State University, have gotten considerable publicity for their innovative uses of the iPod. Institutions, such as Stanford, are also embracing podcasting, a phenomenon that is literally only a few months old. Educational use of iPods has not been without its iControversy, as many wonder whether these ubiquitous devices are really achieving educational goals so much as they are providing an entertainment outlet for students. iPods do have educational uses, and since students also enjoy them as entertainment devices, this may have unexpected advantages for instructors. In this article, the author discusses the results of a recent podcasting project in a graduate level course on historical methods and interpretation which suggest that iPods are not just toys and podcasting is not just a fad. When applications are based on solid learning theory and designed with appropriate outcomes in mind, they can transform the educational experience for students, build communities of learners, promote more active engagement of materials, and achieve the leaning outcomes essential for the study of history. (Contains 1 figure and 26 notes.)