iPod+Self-Research

=IPOD RESEARCH YSC= || =iPod Research Assignment -- MET= || =iPod Use in a Pre-K Classroom- WLC= || =IPOD Research in a Kindergarten Classroom- EEP= ||
 * =[[file:ipod research YSC.docx]]=
 * [[file:iPod Research(new version).docx]]
 * [[file:Exploration of iPod Usage in the Classroom.docx]]

Exploration of iPod Usage in the Classroom-JRF || == =iPod Review in Kindergarten Classroom- *KLG*= || || == =~BLW~= ||
 * =iPod Research (Kindergarten Classroom) - *JPF*-=
 * ===[[file:iPod Research.rtf]]===

iPod Observation -- CJJ
|| =RBK= || =I have truly enjoyed this experience. CAT= || =Janci Parson's iPod Research- JLP-= || =SUMMARY OF IPOD USE IN THE TEACHER EDUCATION FIELD PLACEMENT Follow up=
 * =[[file:Ipod Write-up Description.doc]]=
 * LDD[|iPod Use in a Preschool Classroom.docx]
 * iPod observation LDD** || TO ||

Dr. Stojke, Good to hear from you. I have been using the iPod all semester for both reading and math. I am in a third grade inclusion classroom and I find it to be extremely helpful for working with the inclusion students on a variety of things. I recently bought my own iPad so I am utilizing both of them. the principal of the school has been very interested because she has some funding to purchase some iPads for special education. She has been by a few times to observe what I have been doing.

I have been working with three students during Response to Intervention time who struggle with reading. We have been working on the Dolch Sight Word list by using flashcards. I loaded an iPad app called Word Bingo and took it today. The students were very excited about using the application. I hope that I can get some assessment data before I leave to see if there is any improvement. Last week I went through the entire list with one student so I have some baseline data on him.

I really think one of the apps is especially good. Blocks with sight words written on them fall from the top of the screen. The student has to touch the word that is called out before the blocks stack to the top of the screen. The boys are really into it because it is so intense. I really believe that this technology is an effective tool, especially when it comes to small group remediation.

I'm pretty sure most everyone is utilizing the iPod in some manner. I really hope to develop a more "scientific" standard of evaluation of the usage this summer to utilize next year. The assignment/class load has been to heavy this semester for me to really do the work I want to do. I also intend to educate myself on app development. I have found that there are relatively few apps that match up with the GPS's. I could envision an app suite that compliments many of the standards for each grade level. I witnessed just such a need recently for measurement in standard and metric units. The kids have a really hard time reading a ruler and there are no apps for addressing such a deficiency. A neat measurement app would be in order so students could just get some drill time on the skill. It would make an excellent station in a math center.

Good to talk to you and I am sure I will stay in touch. Thanks.

Sincerely,

Jonathan R. Fordham

Jenkins and Healey (2009) state that the goal is “to move more curricula in the direction of developing students as participants in research and inquiry, so that they are producers, not just consumers of knowledge” Jenkins, A., & Healey, M. (2009). Developing undergraduate research and inquiry, Retrieved August 16, 2010, from http://www.heacademy.ac.uk/assets/York/documents/resources/publications/DevelopingUndergraduate_Final.pdf.

=To further the use of iPod/iPad in your future: [|Curiculum]=

=[|pockets_of_potential_1_.pdf]= =Update on present research you may be interested in=

Here is an article on an ipod app that teaches fractions through motion. [|Ipod Motion Fraction App] **JRF** [|Ushering iPad into the Classroom] Here is another good iPad/iPod article dealing specifically with classroom instruction. **JRF** Great article JRF! Thanks for your contributions to this wiki.

=http://www.convergemag.com/policy/California-Explores-Digital-Learning-Content.html=

School districts test iPad Algebra I app
The students in four school districts are also going through a pilot of a different sort. Education Secretary Reiss worked with academic publisher Houghton Mifflin Harcourt to test an interactive, full-curriculum algebra application for the iPad. On Sept. 8, 400 students in four school districts received iPads loaded with the Fuse application, which includes the course, ancillary materials and resources, and comprehension tracking tools. Schools from Long Beach, Fresno, Riverside and San Francisco unified school districts are participating in the pilot. Throughout the year, Empirical Education will compare these students' academic results and attitudes about learning algebra with students in the same schools who are learning with the traditional textbook. The publishing company will learn a lot from the results of the study, which are scheduled to come out in fall 2009, said Bethlam Forsa, executive vice president of content development and publishing operations for the K-12 Publishers division of Houghton Mifflin Harcourt. The new curriculum represents a shift from a flat, print-centric curriculum to a multidimensional digital curriculum. “The way it’s changing at the end of the day is the flexibility," she said. "You’re building it around the curriculum to meet that specialized, that individualized need which really in a traditional mode of a book or whatever, you can’t do that because it’s one way.” In the iPad app, students can drag a chart and drag little bars in the chart to change numbers, said Kurt Madden, chief technology officer for Fresno Unified School District. In the old days, students would use graph paper and a pencil to see what happened when they changed a number. “Those days are kind of gone," he said. "You can just go and interact right there and see the impact.” The district is working on three different digital textbook layers with the state: a flat PDF document, an interactive book, and a smart book that keeps track of who the student is and ties into the learning management system. He's more interested in the interactive and smart book level textbooks, which provide a media rich environment. The iPad app is close to the smart book level. "Five years ago we would have been just happy to have a digital reader," Madden said, "but now we’ve kind of moved past that and we’re really looking for companies that are producing interactive environments for students, including the videos."

=iPod in the Language Arts Classroom= Assess the classroom literacy environment of your field. Search and select an appropriate iPod app that best suits the need of your students. Discuss with your collaborating teacher the apps you selected and how you may implement them during your field. Implement the use of your iPod appropriately. =Guide for writing up your research= Intro Paragraph: Describe the setting in which you implemented your investigation. Remember to use different names or initials for actual names and places. Explain a brief background and assessment of the student/s you worked with.

Describe the individual Language arts strategies that you implement. Give reason why you used these strategies. There should be some discussion regarding the skills you feel the strategies will build.

Describe how you implemented the strategies. Describe how the students did with the strategies. Describe your assessment of the strategies and the students learning.

Give a brief summary of any discussion you had with the cooperating teacher regarding using this technology.

Conclusion. Describe your findings in detail. How did the students do. How using this strategy affects the classroom. (whole class, group work, individually)

Work cited: Please post where you obtained the app you chose to use. A link is sufficient. Post to this wiki page.

We will discuss this further in class!