iPods in the Middle School Classroom- Hale- 10 14 2010 · running head: evaluating the impact of...
Transcript of iPods in the Middle School Classroom- Hale- 10 14 2010 · running head: evaluating the impact of...
Running Head: EVALUATING THE IMPACT OF IPODS IN THE MIDDLE SCHOOL CLASSROOM 1
Evaluating the Impact of iPods in the Middle School Classroom
John Paul Hale
Tyler Independent School District
1501 West Connally Street
Tyler, Texas 75701
Submitted for course requirements in EDLR 5271
Fall 2010
The University of Texas at Tyler
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Evaluating the Impact of iPods in the Middle School Classroom
Mention the word iPod among today’s teachers and there may be polarizing reactions to
the term. Share the word iPod with students and quite likely it will capture most of their
attention and they will be eager to learn more. How can one device have such an impact on the
lives of students today? The iPod was introduced in 2001 when an Apple newcomer, Tony
Fadell, created the first generation of the iPod (Bellis, 2009). His original idea was to make an
MP3 player, build a music service to go along with it, and build his own company. Tony worked
for PortalPlayer when he dreamed up the idea and approached several companies to bring his
idea to fruition. After being turned away numerous times, Apple hired him in early 2001 and
assigned him a team of 30 people to design what was later called the first iPod.
The Apple iPod has transformed into more than just a device for playing music, it has
become a tool that many find themselves unable to live without. All walks of life tend to be
attracted to the device regardless if they would view themselves as tech savvy or a novice at
using such devices. With today’s iPod one can listen to teacher podcasts, locate the closest
Starbucks, order movie tickets, play the latest game, or watch a favorite TV episode. Even those
educators that find technology intimidating seem to be willing to try using an iPod. Some may
find the iPod as just a nuance or fad but more and more schools are embracing this technology
due to its potential academic impact on student learning.
Technology consumes most students’ daily lives and must be used in positive ways to
engage and empower them to be lifelong learners and productive citizens. They are “digital
natives” who do not see technology as something extra (Owens, 2009, p. 12). One example of
technology that may revolutionize the way our students can learn and provide a means of
differentiated instruction is the iPod. By no means will the educator ever be replaced by
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technology, but devices like this may be a key to unlocking a student’s mind and provide an
excellent opportunity to make learning relevant and more personal. By supporting student
learning in areas that are of real concern or particular interest to them, personalized learning adds
to its relevance, inspiring higher levels of motivation and achievement (U.S. Department of
Education, 2010). Too often we see students consumed by electronic devices away from school,
but rarely do they have a chance to learn with technology in school.
This is a substantial problem that needs to be addressed in order for students to be better
prepared when they enter the job force. Schools can provide a nurturing environment for which
students learn technologies and better prepare them for the future. In this particular action
research project, we will examine how iPods impact the ESL middle school classroom. Is it just
a fad or simply used to motivate students? Will it have lasting effects on how students perform
academically? How can this tool be utilized for the best results? Though this study is brief in
nature it will provide a glimpse into the digital minds of students of today.
Review of the Literature
• Why would educators want to use a device like an iPod in the classroom?
• How can an iPod help students meet the requirements of No Child Left Behind?
• Will an iPod help with differentiated instruction?
• What can students produce with an iPod to demonstrate their learning?
• What people, products, and processes must be implemented for a successful initiative?
Importance of iPods
iPods are becoming more and more beneficial as features are enhanced and teachers find
more educational uses in the classroom. There are several reasons why an educator would want
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to use an iPod in the classroom. Some of the reasons include meeting the demands of No Child
Left Behind (Bakia, 2009), leveraging the power of differentiated instruction, permitting students
to multitask in a nurturing environment, letting students publish for authentic audiences, and
providing on-demand personal learning (Bransford, 2006). The classroom of today is sometimes
not the best representation of the real world. Therefore we must address this area of concern.
Educators must strive to provide opportunities for students to excel and have practical
experiences in the classroom that will safely empower them to learn. Taking advantage of a tool,
such and an iPod, could potential make a significant impact in today’s ever-changing classroom.
The demands of the No Child Left Behind Act of 2001 (NCLB), specifically Title II, Part
D: Enhancing Education Through Technology (Bakia, 2009) requires that educators assist every
student in crossing the “digital divide” or inequality of access to information technology by
ensuring that every student is technology literate by the time the student finishes the eighth grade
regardless of the student’s race, ethnicity, gender, family income, geographic location, or
disability. An iPod can be used to help meet this need by providing students a wide variety of
experiences regardless of the subject area taught, grade level, or learning ability. Educators
have an obligation to facilitate learning in this context.
Differentiated instruction is one of the main components to student learning across the
curriculum. The rising number of diverse student populations requires a growing number of
assorted choices for learning. Though direct instruction may have its time and place,
differentiated instruction can help meet the demands of students who work at different times and
in distinctive ways. A tool such as an iPod can help manage the variety of tasks that are
demanded from our students.
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If one visited the homes of many students you might find that they have become masters
of multitasking. They do their homework while watching TV, listening to the radio, and talking
to their friends on the phone. It may seem like a circus to many adults but a closer examination
would find that students could actually excel in this environment. Though not all techniques
students use are valuable to their learning, as educators we must rethink how we sometimes
present materials in a distinct one size fits all manner. It is important that we teach students how
to properly multitask so they are not distracted by so many tasks that they do not do well on any
of them. An iPod might be a good tool to handle this matter by allowing students to complete
tasks such as watching a video while taking notes on a project, listening to directions while
putting together a diorama, or recording a video while completing a science experiment.
Another issue is providing students an opportunity to produce products for authentic
audiences. Many times in classrooms students work diligently preparing but do not have the
chance to demonstrate or share their work. Imagine a football team who has practiced twice a
day for a few months discovering that they will not be able to participate at the football games.
All the difficult work and preparation would have been in vain. It is vital that we give them a
chance to share what they have learned and then encourage them to reflect on their learning.
They should have avenues to share and collaborate with other students, parents, and the general
public. It is important for students to learn that a process is imperative to their success and
preparation is the key. However, we must also provide them an opportunity to enjoy the
satisfaction of completing a task and celebrating it with others.
Another valid reason to use an iPod in the classroom and home is to deal with on-demand
personal learning. This instrument can be used to look up information immediately when
needed; those students who need repetition can simply replay an audio, video, or presentation, as
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they need. Students no longer have to wait on their teachers. They can take charge of their own
learning. Materials can be readily available for them on these devices and played over and over
if needed. When students can take true ownership of their learning good results can occur.
Infrastructure
An essential component of the 21st century learning model is a comprehensive
infrastructure for learning that provides every student, educator, and level of our education
system with the resources they need when and where they are needed. A number of issues must
be addressed when it comes to the infrastructure for implementing iPod use in the classroom.
Some of those issues include people, processes, and technologies (U.S. Department of
Education, 2010). The National Educational Technology Plan for 2010 suggests that an
infrastructure for learning unleashes new ways of capturing and sharing knowledge based on
multimedia that integrate text, still and moving images, audio, and applications that run on a
variety of devices. The iPod can address all of these challenges.
People are vital in building the proper infrastructure to make the use of an iPod
meaningful (Owens, 2009). Proper training must be conducted in order for teachers and students
to use the equipment effectively and efficiently. A support team of technicians, instructional
support and mentors must be in place to keep everything working smoothly. If teachers are not
properly trained in the use of the device and knowledgeable of the distinct ways they can be used
for their curriculum, the iPod will be useless and unproductive. In fact, they could become a
distraction that both teacher and student would be better without. Creating suitable processes
must be built into the infrastructure so using the devices can be seamless. If the procedure of
checking out devices to students and maintaining good operations is not handled correctly, the
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technology will be burdensome and get in the way of valuable teaching. Teachers and students
must know what is expected of them and work out a procedure of when and where the devices
should be used in instruction. It is challenging to keep iPods charged and synced so all end users
get the appropriate information. Making a clear plan for preparing digital information is critical
to smooth operations.
Technologies need to be in place in order to keep devices up and running properly.
Depending on the specific devices students are using, a syncing station may be necessary along
with a specific computer for holding content. It would also be necessary for certain iPods to
have wireless connections in the room where the student is learning. A report from Enhancing
Education Through Technology (EETT) in 2006 states that over 63% of classrooms in the United
States have high-speed Internet access (U.S. Department of Education, 2010). There were no
statistically significant differences between high-poverty and low-poverty schools. Security
would need to be addressed along with procedures for using the device away from school.
Equipping Educators
Educators are divided on the effectiveness of using iPods in the classroom which may
present one of the largest obstacles. Though many teachers like the idea, many are not ready to
embrace this technology out of fear or lack of knowledge. While some may be willing to jump
right in and use the devices, others fear they will not have enough training and support or find no
true educational value in using the devices. In an average classroom not much has changed.
Unfortunately in many cases technology sits in the corner gathering dust. Why does this
happen? Bill Gates had the answer: Technology is just a tool, but the teacher is the vital link
(Owens, 2009). The main issues to explore in this area are quality of technology-related
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professional development, meeting technology standards for teachers, and the integration of
technology into the core curriculum.
According to the National Educational Technology Trends Study (NETTS) in 2007
(Bakia, 2009), more than two-thirds of districts reported technology-related professional
development. However, most of that training included grading and enhancing learning in math
and reading. Nothing was reported specifically about iPod use. According to Bakia (2009)
teachers in high-poverty schools were consistently more likely than those in low-poverty schools
to express a need for additional technology-related professional development during the 2006-
2007 school year. The biggest gap in needs between teachers in high-poverty schools and those
in low-poverty schools were in the use of technology to meet the needs of English language
learners. Forty two percent of teachers in high-poverty schools expressed a need for professional
development in this area, compared with twenty eight percent of teachers in low-poverty schools.
The best quality staff development for technology includes directly relating it to the
content taught by the teacher, providing meaningful engagement with colleagues and students,
delivering it in different levels and in multiple sessions, and providing follow-up lessons (Bakia,
2009). In 2006, only 27 states had minimum technology competency standards for teachers.
Only 11 states had reported if their teachers met those standards and they range from 8 percent to
100 percent. Many teachers were not aware that there were standards for technology
applications. In Texas, only beginning teachers are tested and required to meet certain
technology standards though many districts expect all of their teachers to meet these state
standards for technology. The standards in Texas are directly related to the same standards that
all 8th grade students in Texas are required to meet.
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The ultimate goal is that teachers are proficient users of technology and facilitate students
becoming proficient users of technology who can eventually use those skills in the workplace
regardless of their professions. Though the integration of technology in the classroom is vital,
most states do not clearly define effective integration of technology. Almost all teachers these
days have a computer or various other technologies for professional practices; however, there is
still a struggle to get student use where it needs to be. Only 6 states reported conducting
statewide assessments of student technology. Across the country, 59 percent of districts reported
assessing eighth-grades’ technology proficiency in 2005-2006 (Bakia, 2009). These findings
prove that changes need to be made in order to ensure integration and accountability.
Reaching Students
The use of an iPod in a classroom must be for the sake of the students and not simply a
gimmick or a ploy to attract them. Reaching students through this tool must be meaningful to the
learning process. It must also provide students with a unique way of learning that meets their
individual and collective needs. There are many factors to consider when implementing the use
of the iPod in the classroom to meet the needs of students. Some of them include styles of
learning, needs of average students, special education students, and ESL students.
Using an iPod in the classroom can help address the needs of all students specific to their
learning styles. It can help an auditory learner by allowing them to listen to podcasts and music
files to go along with any assignments. Visual learners would benefit from photos, slideshows,
and videos. Finally, it can help kinesthetic learners by providing various tools like the Nike
pedometer or directions for a particular physical activity.
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The average student is often overlooked in classrooms today because there tends to be
such a concentration on special populations. Many times it seems that is where the time, energy
and money are focused. It is important that educators find a balance to address each and every
student in the classroom and that each student feels they are important and needed in our society.
A great opportunity is missed when we do not value what the average student brings to the
classroom. If used properly these students can be wonderful assets in the classroom. Other
students can gain great insight and learning from the average student.
There are certainly special education students in our classrooms that have exceptional
needs to be met as well. Through the use of a device like an iPod, teachers can address many of
those needs. One particular task that would be especially useful is having a recording of the
directions on a test or any other assignment for that matter. This aid would take the burden off
the teacher and give the students more power over their learning experience. Special education
students would feel empowered and potentially more confident when they have an aid such as
this readily available to them to complete various tasks.
iPods are being used to reach ESL students across the nation. This disruptive technology
provides students with the ability to learn about familiar tasks by replaying audio and video
recordings as well as recording themselves to build fluency (Goodwin-Jones, 2005). Students
can simply use an iPod as an aide to their learning or a central device to what they do when they
first enter American schools. In Texas schools, this has helped fill a need when a student comes
from Mexico with very little or no English speaking skills. In other states, iPods are being used
for a wide variety of other language learners.
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The purpose for this action research is to assess if the use of an iPod can make a
significant impact in the 6-8 ESL classroom and help address the growing academic needs of
students who are learning English as a second language. Could an iPod adequately meet the
demands of the students by providing opportunities of differentiated instruction? Were students
able to take more control of their learning using these devices? What people, processes, and
technologies were utilized for this to make a difference in academic achievement? How did the
teachers and students effectively use these tools? A brief examination of these factors will tell
the story.
Research Project
Participants and Process
The participants in this action research project included a group of approximately 106
ESL students from a middle school in Tyler, Texas. The school has approximately 620 students
including 53% African Americans and 45% Hispanics. Over 83% of the students are considered
economically disadvantaged. There were 51 sixth graders, 32 seventh graders, and 23 eighth
graders involved. Three full-time ESL teachers were involved in the research who collectively
teach all of these students. Each teacher provides about 220 minutes of instruction to each of
these students on a modified block schedule each week. They also support other content area
teachers in supporting ESL students in their classes. An interest survey was conducted to all
ESL students on campus concerning the use of an iPod and informal observations of each
teacher’s classes were completed. A questionnaire was also administered to all ESL students
after one month of instruction with the use of the iPod in the classroom. Students used the iPods
only in their ESL classrooms and not in their regular core content areas.
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Research Findings
An online survey was generated to determine the interest and possible uses of an iPod in
the classroom and at home. The three ESL teachers facilitated completing these surveys online
with students during their regular classroom periods. Students were asked 10 questions
concerning their previous knowledge of iPods and how they might want to use the iPods in the
future during school and at home.
Only 86 of the 106 students
completed the online survey successfully.
Fifty percent of the students surveyed own
or use some type of mp3 player on a daily
basis dispelling the common myth that is
often associated with this generation of
“digital natives” that grow up on the
technology and just naturally know how
to use it. Certainly most students in classrooms today have more technology available to them
but that does not necessarily mean they are using it or using it appropriately.
When asked how they use the
iPod, most use it for its main purpose,
which is listening to music. However, a
good percentage also uses it for
watching videos and playing games.
During informal visits to the classroom
Yes 50%
No 36%
Borrow 14%
Do you own an iPod or any other mp3 player?
At least once a day
49%
At least once a week 15%
At least once a month 2%
Never 34%
How o6en do you use an iPod?
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students were found enjoying their iPods while they produced videos for procedures in class,
teacher interviews, and experimenting with them during lessons. Though most students would
spend their time listening to music on the iPod in their leisure time they did state they would like
to watch videos of lessons their teachers were doing in class to help them with homework.
Many of the students who
owned an iPod felt they could teach
others how to use it. When asked if
they would be interested in using
iPods in school, an overwhelming
86% said they were interested. About
72% responded that they were very
interested. When considering that
only 50% own an iPod this is possibly
32
22 20
18
8
0
5
10
15
20
25
30
35
Listen to music Watch videos that go with a lesson
Play games to learn
Complete homework acHviHes
Other acHviHes
How would you want to use and iPod at school?
Math 48%
Science 14%
Social Studies 3%
Reading / Language
Arts 22%
Other 13%
What subject area would you like to use the iPod in the most?
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a significant motivating factor to consider. Students would like to use the iPod in a variety of
ways in school as shown in the chart. There is a good mixture of interests and potential avenues
to teach students through this medium.
The study found that only 15% of the parents know how to use an iPod according to their
children. Any school to home project could benefit students and parents interacting with one
another to learn together. When asked if students would prefer homework be done on an iPod or
paper almost all of them responded that they would prefer it be done with an iPod. About 76%
of students also responded that they would prefer that every lesson use an iPod for schoolwork.
Students responded that they would like to use an iPod in math over any other subject area in
school.
79
9 7 8
0
10
20
30
40
50
60
70
80
90
Every lesson once per day once per week only for homework
How o6en would you like to use an iPod in school for school work?
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After students used the iPods on and off for one month, a questionnaire was given to
collect data on how they felt their learning had changed since using the iPods. Classroom
observations were conducted at each grade level and with each teacher. Only 78 of the 106
students responded to the questionnaire. Most of the students had completed 1-5 assignments
using the iPod at school. About 58% of students had used their iPod to watch video lessons,
which included downloaded videos from the Internet, Powerpoint presentations, and Smartboard
lessons that the ESL teachers produced. Visits with the teachers revealed they were doing some
of these things prior to the research and simply added the step of recording their presentations
and syncing them to the iPod.
Students were not formally asked to teach others about the use of the iPod but naturally
helped classmates. During informal conversations some of the students revealed that they had
begun sharing what they had learned with their parents. This was a new phenomenon for most of
the students according to the teachers.
Listen to music 25%
Watch videos of lessons 58%
played educaHonal games 12%
completed homework
5%
How have you used your iPod for schoolwork?
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Due to the lack of parents being willing to sign a consent form for their child to bring the
iPods home, many of the students could not use the iPods for homework. Therefore no data was
collected concerning the use of the iPod at home for these students but simply that students
communicated to parents what they did during school hours. Hopefully this will lead to more
parents being willing to sign the consent form in the near future.
Out of those that could use their iPod for homework purposes, most only used it for one
to five lessons. Various obstacles prevented even those students that had permission to complete
homework assignments. The logistics of getting data saved on the iPod, scheduling the pickup
of the iPods at the end of the day, and lack of experience were just some of the obstacles they
faced. The teachers came to the conclusion that it may serve students best to check out the
devices for the class period only until more parents were willing to sign the consent form and
engage in the learning with their child.
Conclusions
This research has shown there is a strong motivating factor behind using an iPod for
instruction in the ESL classroom at this particular school. It is quite likely this would also be
true of other classrooms. The vast majority of students would be interested in its use especially in
the math classroom. Though this study was not conducted over a long period of time and with a
large group of students, it is probably representative of most students and is the perspective of
many educators. The obstacles and the lack of knowledge and training on an educator’s part
may be the underlying force that prevents the use of this medium. According to the demands of
No Child Left Behind and the Educational Technology Trends Study (Bakia, 2009), educators
should leverage the power of differentiated instruction, permit students to multitask, publish for
Running Head: EVALUATING THE IMPACT OF IPODS IN THE MIDDLE SCHOOL CLASSROOM 17
authentic audiences, and experience on-demand personal learning. Using a tool such as iPod can
certainly address those particular needs if proper preparations are taken. The NETTS study
reported that two-thirds of districts conducted technology-related professional development.
However, most of that training included grading and enhancing learning in math and reading.
Nothing was reported specifically about iPod use. If we are to adequately prepare our teachers
for working with “digital natives” we must also provide staff development that is integrated.
Since the study conducted here showed that most students wanted to use and iPod in math, what
better excuse to provide staff development in math in the context of an iPod or other device that
would help address the specific needs of today’s students. Further research with these students
using the iPod in the math classroom would be an excellent way to see if a student’s interest in
an area affects the academic outcomes.
Though this research was brief, there is evidence that the iPod did adequately meet the
demands of the students by providing opportunities of differentiated instruction. Students had an
opportunity to produce and view items in a variety of lessons meeting the same subject area
standards. They were able to take more control of their learning using these devices. The
teachers were coaches and facilitators of learning that set procedures in place to distribute the
devices in an orderly fashion and the devices became more than just a fad but an integrated part
of the classroom.
Though difficult to truly assess, students did feel they had better academic success and
teachers reported they thought students had more interest in doing the work and had a higher
completion rate. A lengthier study would be necessary to find more conclusive data to support
academic achievement on benchmark and state tests. A comparison of similar student groups
using and not using an iPod for a series of lessons to include a pretest and posttest would be ideal
Running Head: EVALUATING THE IMPACT OF IPODS IN THE MIDDLE SCHOOL CLASSROOM 18
but challenging to complete for this particular study due to the time constraints. Overall, this
research shows that teachers and students found the use of an iPod in the ESL classroom to be
beneficial and making a difference in academic achievement. Though the iPod is not the answer
to all challenges we face in classrooms today, it has the potential of being an excellent tool to
meet the growing needs of students. This research has hopefully presented some adequate
arguments and can be used to motivate educators to consider using this in the future.
Implications for the Profession
Students are spending more and more time using technical devices outside of classroom
walls each and every day. Some are learning inappropriate uses of the devices while others are
using them to a great extent to do astonishing activities. Educators must meet the needs of these
“digital natives” and make their classrooms relevant and provide real-world experiences for
students. They need lessons in the context of their regular lives outside of school as much as
possible.
Many teachers may be resistant and feel they should not cater to those needs; however,
our students deserve to be prepared to thrive in the world for which they will live out their
futures. As educators we should take advantage of all the resources we have including technical
devices like iPods to reach students and empower them to be successful and productive citizens.
A shift in thinking and action must take place that integrates the use of technology just as much,
if not more, in our classrooms as we see in our daily lives outside of school. If this change does
not take place, we will continue to see our students unprepared for jobs that exist today or
tomorrow.
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References
Apple Computer, Inc. (2009). Why podcasting matters. Retrieved from
http://www.apple.com/education/solutions/podcasting/
Bakia, M. M. (2009). Evaluation of the enhancing education through technology program: Final
report. U.S. Department of Education, Office of Planning, Evaluation and Policy
Development. SRI International.
Bellis, M. (n.d.). History of the iPod. Retrieved from About.com: Inventors:
http://inventors.about.com/od/istartinventions/a/iPod.htm
Blaisdell, M. (2006). In pod we trust. THE Journal , 33 (8), pp. 30-36.
Bransford, J. B. (2006). Foundations and opportunities for an interdisciplinary science of
learning. (K. Sawyer, Ed.) Cambridge handbook of the learning sciences , 19-34.
Chavez, S. (2007, November 5). Grand Prairie schools welcome iPods in classrooms. Dallas
Morning News .
Dessoff, A. (2005). iPods OK in class. District Administrator , 41 (12), 10.
Ducate, L. L. (2009). Podcasting: An effective tool for honing language students' pronunciation?
Language Learning and Technology , 13 (3), 66-86.
Green, R. L. (2009). Practicing the art of leadership: A problem-based approach to implementing
the ISLLC standards. Boston: Pearson.
Jeffers, G. (2009, November 25). Kay Bailey Hutchison unveils plan for Texas public education.
Dallas Morning News .
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Owens, G. (2009). Teachers are the vital link to technology in the classroom. Fort Worth
Business Press , 25 (46), p. 12.
U.S. Department of Education. (2010). Transforming American Education: Learning Powered by
Technology. U.S. Department of Education, Office of Educational Technology.
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Appendix
Dear Parent(s) of ESL Student,
Your child has an exciting opportunity to participate in a special program called the iCan Project during the 2010-2011 school year. This project is for all English as a Second Language students in 6th-8th grade. Students will be able to use an Apple iPod during their ESL classes and use them for a variety of reasons including listening to stories, watching video lessons from their teachers and recording themselves read. Though students should gain skills in many areas during this project, the main purpose of the project is to build fluency in reading and speaking the English language.
In order to make sure this project is a success, your students will be asked to complete various lessons using the iPod, completing one questionnaire, one survey, and two tests. Classroom observations will be conducted with each teacher by the Instructional Technology Specialists to note student interactions, interests, and overall progress throughout the project.
Your cooperation and support of the iCan Project is greatly appreciated.
Sincerely,
JP Hale
Instructional Technology Specialist
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iPod Interest Survey
Please answer these questions as best you can so we can prepare for using iPods in the classroom.
1. Do you own an iPod or any other mp3 player? a. Yes b. No c. No, but I borrow one often
2. How often do you use your iPod or mp3 player? a. At least once a day b. At least once a week c. At least once a month d. Never
3. How do you use your iPod or mp3? Select all that apply. a. Listen to music b. Watch videos c. Play games d. For other activities
4. Could you teach others how to use the features on your iPod or mp3 player? a. Yes b. No
5. How interested would you be in using and iPod at school during part of your classes? a. Very interested b. Somewhat interested c. Neutral d. Not interested
6. How would you want to use an iPod in your classes? Select all that apply. a. Listen to music b. Watch videos that go with a class lesson c. Play games to learn d. Complete activities for homework e. Other: __________________________
7. Do your parents know how to use an iPod or mp3 player? a. Yes b. No c. Maybe d. I don’t know
8. Would you prefer your homework be given through the use of an iPod or on a sheet of paper? a. On iPod b. Sheet of paper
9. How often would you like to use an iPod in school for school work? a. Every lesson b. Once per day c. Once per week d. Only for homework
10. What subject area would you like to use the iPod in the most? a. Math b. Science c. Social Studies d. Reading / Language Arts e. Other: ___________________
Running Head: EVALUATING THE IMPACT OF IPODS IN THE MIDDLE SCHOOL CLASSROOM 23
iPod Progress Survey
Please answer these questions as best you can so we can see how the iPod project is going.
1. About how many activities for school have you completed using the iPod? a. None b. 1-5 activities c. 5-10 activities d. 10 or more activities
2. How have you use your iPod for schoolwork? Circle all that apply.
a. Listened to music b. Watched videos of lessons c. Played educational games d. Completed homework assignments e. Recorded videos or sound clips for a lesson
3. Have you taught others how to use most of the features on your iPod?
a. Yes b. No
4. Do you think you do better work using the iPod?
a. Yes b. No c. Maybe
5. Have you used your iPod for a homework assignment? If so, how often?
a. Yes - How often? _______________ b. No
6. What activity have you completed using the iPod that you liked the most?
7. List 3 ways using an iPod has helped you do better in school?
8. What do you not like about using the iPod?