iPod Implementation in the Elementary Grades
This article
follows the implementation of iPod’s into classrooms, and explores the successes
and failures of the process. The article’s author, Stephanie Hatten, was a
technology instructional specialist at an elementary school in Texas. Without
any guidance or suggestions, Stephanie started the implementation process
without prior knowledge and figured things out as she went along. The article
reviews the different findings that Stephanie had during her experience. She
found that iPods in the classroom meant a lot of prep before they could be
implemented, so she worked to create a system that would allow iPod sharing,
organization, and district-wide purchase-order system with bulk pricing for
apps. Stephanie recommends teachers get involved with the process of app
selection, and meet together to collaborate the pros and cons of apps they might
have used previously. Many teachers are reluctant to implement iPods and other
devices into the classroom, and Stephanie believes they need to be encouraged
and included despite their hesitations because the technology benefits the
students. iPod stations were a great creation of Stephanie’s, a place where
iPods are kept in the classroom, and students can use and store the devices
there. The stations allowed for the devices to be accounted for and looked
after. One of the strongest suggestions that Stephanie made was the idea to
teach the basics to the class. Stephanie found that working together with an
entire class for a couple weeks to learn the basics of the devices was very
beneficial. The introductory time gave students a period to adjust to the iPods
before they were given assignments on them.
This
article was very helpful for me to read, especially because I have never
envisioned iPods as an effective teaching tool. I have learned bits about iPads
and their uses, but the iPod seemed irrelevant to classroom instruction. It was
insightful to see the ways that teachers could use iPods to create time for
individual instruction, reading fluency, and group work. I am now more aware of
the iPod’s teaching capabilities, and am looking forward to finding out more
applications. Our society really has changed with the introduction of new
technologies, and our learners have changed along with it. The iPods, iPads and
other tech devices in classrooms are becoming the new literacy centers, and
instructions aids. These tools are vital to keeping our students engaged and
motivated.
iPod
implementation relates to the ISTE NETS for students standard number 6, because
the iPods encourage students to use and understand technology systems and their
use. The students are encouraged to use and select applications effectively and
productively. The iPods really increase the students interactions with digital
tools, and build their awareness of how these tools can aide their learning.
Hatten, S. (2012). iPod Implementation in the Elementary
Grades. Learning and Leading with
Technology, 39(7). 30-31. Retrieved from: http://www.learningandleading-digital.com/learning_leading/201205#pg32
I first heard about iPods in the elementary school classroom four years ago. At that time I also was skeptical about the real learning that would be accomplished with these devices. My son used them in 5th grade. He said that they were very helpful in reading. They would record their voices reading a story. Then they would listen to the recording to see if they missed reading any words. He said it was also very helpful when they did research on the US Presidents. I know we are moving to a society that relies on technology to supply us with information, but I would hope that we are going to teach our students how to find information the old-fashioned way, too.
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