Scratching the Surface with iPod Touch Project

My views using the iPod Touch to support differentiated instruction is still the same from my last update. I used the Touch for Student C mainly because he is not able to do the same work the whole class is doing. I have continued using the Touch for math with student C because when he comes back to class, there is still ten to fifteen minutes left during math and the rest of class is usually doing independent work. With the Touch, Student C seems to be always engaged using either a numbers recognition app or simple arithmetic. I came to find out, he uses one at home too.

Finding the time to incorporate and experiment with the Touch was the hard part. After reading some of my comments from my last update- yes, I think using the Touch for transitions would be a great idea. With my class the only concern I have are the students who I foresee rushing through certain assignments just to use the Touch. This has been the case for some students when using their Netbooks. They rush through writing or math so they can go onto Dreambox or Coolmath.com. Even with their own personal laptop to use, the students are now preferring to use the large computers. There was an interesting discussion in class about the small size of the Touch and perhaps an iPad maybe would be of better tool to use for instruction.

For one of the my classes earned parties, the class chose to have an electronic games party. Students brought in their little Nintendo DSi and their parent iTouches. For students that could not bring any, they were able to use their Netbooks. There were about four iTouches that the students brought from home. This made me think about another discussion in class about how technology is a big and growing part of our society, and with this being part of culture, how then are we going to integrate learning with technology? Let me tell you, every single one of the students were on task that day! It was also interesting to be able to read an email from one of the parents in concern with the electronic handhelds. This parent did not like the idea of students bringing in high end toys in a public school because she thought it promoted materialism and student's that did not have these types of games would feel left out. This added another food for thought with the use of technology- getting parents on board.

Personally, I am all for the use of technology and integrating it into the curriculum. I like the way the iTouch adds another entry point to learning. I think I was only able to scratch the surface with my ideas on how to incorporate the iTouch for different students. Someone should write a textbook about this. It is also a great teacher tool to record student interviews, record how students read and assess their fluency rate, and record a lesson given. All of these can be used to better assess students, share with parents, and also help a teacher assess themselves.

iPod Touch Project: Differentiated Instruction (Update)

I chose to use the iPod Touch for student C, who has an IEP and gets pulled out for all subject areas: math, reading, and writing. It was hard to find the time to incorporate the iTouch since this student is in an out of the classroom a lot. However, I did have time during "Choice Time" to have this student use a letter recognition app. He was very engaged and learning too! I was also recently able to sit in during his parent teacher conference with the special education teacher there as well. The special education teacher said more practice with number recognition will help. I thought, iPod Touch would be a great way to get practice. I have been searching for a good app and excited to see how this works out and also assess if his number recognition has improved because of its use.

I think the iPod Touch is a great tool to have for this student. Since student C gets pulled out of class throughout the day, when he returns, he sometimes has to sit for a little while with nothing to do. For example, during math he comes in when there is about ten minutes left of whole class math time. This would be a great way for this student to have differentiated instruction. This idea just came to me, so my goal is to try this out this coming week.

In the beginning I wasn't sure how to go about using the Touches. But, the ideas are now starting to come especially for student C since he is not able to do the assignments the whole class is doing yet. The difficulty I am finding is finding a good app to fit exactly what I want. An app maker for teachers would be nice.

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I have also used the ITouch for science and literacy to record conversations with students. For science class, I recorded interview questions, and this was very useful to transcribe what was said and not have to write furiously to get everything down. In literacy class, I also used it to figure out fluency rate since the recordings are timed, and I was able to go back and listen to assess miscues and analyze student reading. Being able to record student voice as they read is wonderful and makes assessment a lot easier and more accurate.

If I am able to and have the time, it would be interesting to teach a lesson on expression using the ITouch. Each student would have a passage to read and the objective would be to read with expression. After recording all students readings, combining the recordings (I don't know how to do this but the idea sounds nice), a read aloud composed of student voices for one book could be done as the finished product. This certainly could be done with one student and one short book, and then shared with the class as a multimedia product with snap shots of the pictures/text in the book and the student's voice.

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.