iPod Touch Project: Differentiated Instruction

I can see using an iPod touch being beneficial for all students in a classroom. In my first grade, main placement, I have seen students using netbooks for reading e-books. It takes a little bit of time for students to learn how to properly get their netbooks, login, and put them back; but after the prep work is done and the technology is working, I have seen full engagement in the classroom and a first grade classroom quietly engaged and reading. Similarly, this can be done using the iPod Touch, and one of the benefits with the Touch is its portability and reading can happen anywhere. Some apps (i.e. Learning A-Z) provide a way for students to read books at their ability level which is a great way to differentiate instruction for differing reading abilities.

Blog prompt: How might the iPod touch support differentiated instruction for three students in my main placement? What are the limitations for each and what supports will be needed for each student?

First grade Students A and B: Both are very bright students; they are both in high levels in reading and math, however both are often off task. Student A wanders around a lot and has a hard time focusing. Student B talks often and also has a hard time focusing. With the use of a iPod Touch, and its interaction capabilities with sound, video, and interactive keyboard, I think the pure engagement and entertainment of the technology will help them stay focused. The iPod touch should be seen as a privileged and hopefully motivation to stay on task. These students often need more challenge and the different math levels available in some of the math apps can progress students to their next level. Making sure these students are using appropriate apps and using the learning tools suggested to them will be the extra support that is needed. For example, if they are playing a non-educational game instead of learning game then this would be a loss of the privileged.

First grade student C: Is a special needs students who is at a slower rate developmentally. Student C needs occupational therapy to help with fine motor skills, particularly with hand writing and is said to be below kindergarten level with academics. Using an app that reads stories aloud can help with reading. Using a phonics app can help with letter and sound recognition. Instead of a teacher writing ideas on a piece of paper for the student based on what the student says, perhaps the student can learn to use an app that records his ideas through his voice and then transcribes what he says. Then he can write what the app has transcribed. This would have to be modeled and a quiet area will need to be provided. But the benefits would be a move toward independence in writing. A stylus pen could help with handwriting and hand motor skills. Also with the iPod Touch, this student could practice his letter recognition with his finger. I also know learning visually would benefit this student a lot and it would be exciting to see how much technology can add to Student C's learning and growth.