iPods as Instructional Tools in the Classroom Ashley Inglese and Lisa Tybinka

1. iPods as Instructional Tools in the Classroom Ashley Inglese and Lisa Tybinka University of Georgia EDIT 6900 Spring 2011

2. 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

3. Research Questions • How do administrative policies and/or attitudes promote or hinder the use of iPods in the classroom? 2. Do iPods enhance learning?

4. 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.

5. 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

6. How to Support Learning • Using iPods in classroom have capabilities of improving: • Evaluation • Comprehension • Retention • Problem Based Learning • Specialized Instruction • Collaborative Learning • Constructivist Approach

7. 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

8. 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

9. Research Methods

10. References Brookshire 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 Education20(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.

11. References French, D. P. (2006). "iPods: Informative or Invasive?" Journal of College Science Teaching36(1): 58-59. FrydenbergM. (2008). Principles and Pedagogy: The Two Ps of Podcasting in the Information Technology Classroom. Information Systems Education Journal, 6 (6), 1-11. HindleC., 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 Teacher39(4): 479-492.