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How does the iPod pertain to the field of education?

How does the iPod pertain to the field of education?.

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How does the iPod pertain to the field of education?

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  1. How does the iPod pertain to the field of education?

  2. The initial adopters of the iPod were mostly teenagers. Their use for the iPod strictly relied on the accessibility of music. However, as educators noticed a fondness of this item, they realized it could be incorporated in to the learning experience. Educators all over the United States, throughout all levels of education, are finding ways to integrate iPods in to the learning environment. Therefore, one specific group of educators can not be credited as pilot adopters of the innovation. However, we can label those that are “confirmers”; showing that adoption of the iPod in education can be successful.

  3. The main reason why a slow adoption of this technology is occurring is because it is stuck in the persuasion stage of the innovation-decision process. Many educators have difficulty re-evaluating an item that is mainly used for student entertainment. Since iPods first appeared, they have been a nuisance in the classroom for many teachers. Many educators, who fall in to the laggard category, question ‘how do you know students are truly listening to a podcast or just listening to music?’ The following studies show exactly how teachers across the United States, of all levels of experience, are looking past this issue and applying the innovation in the field of education.

  4. Works Cited Crispin, D. & Pymm, J. (2009). Podagogy: The iPod as a learning community. In Active Learning in Higher Education; Mar2009, Vol. 10 Issue 1, p84-96, 13p. Retrieved June 25, 2009, from http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/detail?vid=6&hid=104&sid=d9d6de0d-d826-468f-8133-75ef9cd16bab%40sessionmgr104&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=ehh&AN=36795187#db=ehh&AN=36795187 This article details three examples of how iPods can be used in schools. In this case, the classes were performing arts classes.

  5. Works Cited Crispin, D. (2008) iPods and Creativity in Learning and Teaching: An Instructional Perspective. In International Journal of Teaching & Learning in Higher Education; Vol. 20 Issue 1, p1-9. Retrieved June 25, 2009, from http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/detail?vid=9&hid=104&sid=d9d6de0d-d826-468f-8133-75ef9cd16bab%40sessionmgr104&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=ehh&AN=34922477 An illustration of how to improve instructional practices with the iPods, including the enhancement of creativity among students.

  6. Works Cited Fernandez, V., Simo, P., & Sallan, J. (2009)Podcasting: A new technological tool to facilitate good practice in higher education. In Computers & Education; Vol. 53 Issue 2, p385-392. Retrieved June 25, 2009, from http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/detail?vid=11&hid=104&sid=d9d6de0d-d826-468f-8133-75ef9cd16bab%40sessionmgr104&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=ehh&AN=41582950 A research study that takes a closer look at the benefits of podcasting.

  7. Works Cited Hew, K. (2009) Use of audio podcast in K-12 and higher education: a review of research topics and methodologies. In Educational Technology Research & Development; Vol. 57 Issue 3, p333-357. Retrieved June 25, 2009, from http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/detail?vid=11&hid=104&sid=d9d6de0d-d826-468f-8133-75ef9cd16bab%40sessionmgr104&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=ehh&AN=39767997 Provides summaries of multiple research studies of podcasts and draws conclusions of the benefits and drawbacks of iPod use for education.

  8. These examples serve to provide confirmation to those stuck in the persuasion stage that the iPod can be successfully adopted in the field of education. Research and case studies provide comfort to many who are uneasy about the innovation. As shown by the examples, the iPod has a future in the learning environment.

  9. Certain attributes of an innovation will impact the rate of its adoption. The most effective manner in which the iPod will be adopted in to the educational system must include relative advantage, trialability, and observability. But why?

  10. Relative Advantage Relative advantage pertains to “the degree to which an innovation is perceived as being better than the idea it supersedes” (Rogers, 2003, p. 229). This type of rationale involves envisioning the pros verse the cons of adoption. It involves a knowledge of what the innovation is going to do to the educational world. This means that the more members of the educational social system who favor the innovation, “is positively related to the rate of adoption” (Rogers, p. 233). Relative advantage therefore relies on research and case studies, like the ones provided, to illustrate how effective this innovation is to classroom learning over any thing else.

  11. Trialability Educators seek comfort in what typically works for them. Most do not like change. Therefore trialability is a great option to help speed up the rate of adoption of the iPod in education. As Rogers (2003) states, “new ideas that can be tried on the installment plan are generally adopted more rapidly than innovations that are not divisible” (p. 258). This trial period will allow educators to become acquainted with the innovation and develop a level of comfort with its usage. This will vary from educator to educator, but will help overall to prevent educators from feeling overwhelmed and being more concerned about how the innovation works rather than its implementation.

  12. Observability As Rogers (2003) defines, “observability is the degree to which the results of an innovation are visible to others” (p. 258). As with any new idea to be implemented in the educational system, educators want to know if the plan is going to work. This includes details such as implementation and facts/figures of results, which can be important convincing factors. On top of that, educators also find comfort in fellow teachers implementing new ideas rather than new ideas being the product of a administrative team far removed from the classroom. Observability will only be accomplished through the sharing of trials completed by educators in the classroom.

  13. Works Cited • Hormby, T. & Knight, D. (2007). A History of the iPod: 2000 to 2004. Low End Mac. Retrieved June 25, 2009, from http://lowendmac.com/orchard/05/origin-of-the-ipod.html#0. • Lessons from Apple. Economist, 00130613, 6/9/2007, Vol. 383, Issue 8532. Database: Business Source Premier. Retrieved July 2, 2009, from http://web.ebscohost.com.ezp.waldenulibrary.org/bsi/detail?vid=9&hid=106&sid=c6445905-3958-45b4-a7f7-57467fc320ee%40sessionmgr108&bdata=JnNpdGU9YnNpLWxpdmU%3d#db=buh&AN=25419026.

  14. Lloyd, D. (2004). Instant Expert: A Brief History of iPod. iLounge Publishing. Retrieved July 2, 2009, from http://www.ilounge.com/index.php/articles/comments/instant-expert-a-brief-history-of-ipod/. • Malley, A. (2009). Notes of interest from Apple’s Q209 quarterly conference call. Retrieved from AppleInsider July 2, 2009, from http://www.appleinsider.com/articles/09/04/22/notes_of_interest_from_apples_q209_quarterly_conference_call.html. • Muller, T. (23 April 2008). The Outlook for Apple’s iPod Business from Seeking Alpha. Retrieved July 9, 2009, from http://seekingalpha.com/article/73612-the-outlook-for-apple-s-ipod-business.

  15. Rogers, E. (2003). Diffusion of Innovations. (5th ed.). New York: NY; Free Press • Wikipedia. (7 July 2009). iPod: iPod sales per quarter. Retrieved July 9, 2009, from http://en.wikipedia.org/wiki/File:Ipod_sales_per_quarter.svg.

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