Introduction Many studies have been done on iPods in the classroom suggesting: – They are an...
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Transcript of Introduction Many studies have been done on iPods in the classroom suggesting: – They are an...
iPods as Instructional Tools in the Classroom
Ashley Inglese and Lisa TybinkaUniversity of Georgia
EDIT 6900Spring 2011
Introduction
• Many studies have been done on iPods in the classroom suggesting:– They are an effective tool for learning– Help to increase engagement for learning
We want to implement diverse experiences with this tool while engaging learners in the
instruction.
The Problem – There is not much research showing the effects of iPod use in the classroom
Research Questions
1. How do administrative policies and/or attitudes promote or hinder the use of iPods in the classroom?
2. Do iPods enhance learning?
Purpose of this Study
• To learn more about student experience within the parameters of using iPods as learning devices.
• We need to find out how iPods can be used for instruction and promote engagement through higher leveled thinking skills.
Why does this matter?
• If we learn about the results of using iPods in the classroom it could result in:– Help to provide better improved
instruction to promote higher level thinking strategies
– Improve engagement in learning for students throughout various subject matter
– Higher standardized test scores– Provide quality instruction
How to Support Learning
• Using iPods in classroom have capabilities of improving:– Evaluation– Comprehension– Retention– Problem Based Learning– Specialized Instruction– Collaborative Learning– Constructivist Approach
Tips for Integration
• Allow for self-instruction• Work through problem based theory• Give options for learning• Allow for collaboration among
classmates• Interact among students • Deliver new ideas through means of
gathering new information and techniques
Research Methods
• Qualitative Method• 1 Teacher – 2 blocks of classes (Block A & B)• Create Novel Podcasts– Include Story Elements – Creative Version of Retelling the Story– Problem Based Learning
Research Methods
1 Teacher
Block A(28 Students)
Specified Rubric
Scaffolding & Mini Lessons
Block B(28 Students)
Brief Instruction No Rubric
ReferencesBrookshire R. (2007). The iPod Revolution: Coming to a Classroom Near
You. Organizational Systems Research Association Conference, 1-7.
Craig, D.V., & Patten, K.B. (2007). iPods and English-language learners: a great combination. Teacher Librarian, Jun2007, Vol. 34 Issue 5, p40-44.
Dale, C. (2008). "iPods and Creativity in Learning and Teaching: An Instructional Perspective." International Journal of Teaching and Learning in Higher Education 20(1): 1-9.
Fose L., & Mehl M. (2007). Plugging Into Students’ Digital DNA: Five Myths Prohibiting Proper Podcasting Pedagogy in the New Classroom Domain. MERLOT Journal of Online Learning and Teaching, 3 (3), 277-287.
Ferry, B., Herrington, A., Herrington, J., Mantei, J., & Olney, I. (2008). New Technologies, New Pedagogies: Mobile Technologies and New Ways of Teaching and Learning. Ascilite Melbourne, 419-427.
ReferencesFrench, D. P. (2006). "iPods: Informative or Invasive?" Journal of
College Science Teaching 36(1): 58-59.
Frydenberg M. (2008). Principles and Pedagogy: The Two Ps of Podcasting in the Information Technology Classroom. Information Systems Education Journal, 6 (6), 1-11.
Hindle C., Kervin L., Reid D., & Vardy J. (2006). We’ve Got iPods But Where Do We Start? The Story of Two Grade 4 Teachers. IADIS International Conference Mobile Learning, 218-221.
Windham, C. (2007). Confessions of a Podcast Junkie: A Student Perspective. Educause Learning Initiative, 1-10.
Vess, D. L. (2006). "History to Go: Why iTeach with iPods." History Teacher 39(4): 479-492.