iPod

Ideas for using ipods in class click [|here]

Article: [|Using ipods to teach EAL students]. Although the students are older, there may be some ideas for us here to adapt to Primary Practice - all we need is a set of ipods for our class! (hint, hint!)

Summary
Becta and the Association for Science Education (ASE) have been working together to investigate how ICT can be used to address hard to teach topics in science. This project produced over 25 case studies on using ICT tools, such as animation software, podcasting and datalogging to enhance teaching and learning. This case study explores how Year 9 pupils produced their own SAT revision material to share with each other using iPods. They produced PowerPoint-style presentations, audio files and quizzes to highlight key concepts within hard-to-teach topics and reinforced their learning.

Organisational information
The project arose out of a conference in 2008. Aylesford serves a mixed area on the outskirts of Warwick that includes small, isolated villages and a fairly large housing estate. Relatively few pupils come from an ethnic minority background. The proportion of pupils with learning difficulties and disabilities is above average, as is the proportion with a statement of special educational needs. Most pupils on the special needs register have emotional and behavioural difficulties. The school is a specialist language college.
 * Name:** Adam Parker
 * Organisation:** Aylesford School and Language College
 * Address:** Shelley Avenue, Warwick, Warwickshire, CV34 6LA

What were the aims and objectives of the project?
The aim was to engage disaffected boys in revision activities using non-traditional methods. Many students had iPods, but only used them for music. Widening their use could get revision materials into the pockets of many students.

The activity
This activity took place with a Year 9 group with a broad ability range. Adam divided the class into mixed non-friendship groups of no more than four. He let them choose one of the following curriculum areas to work on: Adam let students choose one of the following iPod techniques after a discussion on the meaning of each: Adam gave an overview of each technique and showed students examples on an iPod. He then gave the groups a technique to use based on either their first or second choice. This was done to ensure that the full range of techniques was covered by the class. Students then had a one-hour lesson to plan how they would deliver the content of the curriculum area using the chosen technique. After that, they had two one-hour lessons to create their resource and review their project. The files created were uploaded to the school’s learning platform and were made available to all students within Year 9.
 * cell structure and function, and specialised cells
 * states of matter and changing states
 * forces, including balanced and unbalanced forces.
 * PowerPoint presentations
 * audio notes
 * multiple choice quizzes.

Enablers
The iPod is a versatile multimedia device that can be used to aid anytime, anyplace learning that supports a variety of learning styles. With very few ICT skills a wide range of content can be generated that inspires and engages students of all abilities. This activity lends itself to students with special needs. Audio files can be broken down and used as aural sequencing tasks—these are very good for learners with dyslexia. They can also be used to develop the exam skills of those students who require a reader or scribe. A microphone attachment allows the iPod to record sound directly onto the device. Past paper questions can be generated from audio and jpeg image files to cover the content in an exam paper. Also, a set of video, audio, quiz, jpeg, PowerPoint and note files can be used for students with long-term absence.

Impact, outcomes and sustainability
The class was highly motivated by the activity and the project increased engagement throughout the group. The new techniques used also helped the non-friendship groups quickly establish a working relationship that was maintained throughout the project. Feedback from the group involved was very positive with the majority of the class accessing the materials beyond both the classroom and school. Feedback from other students within the year group has also been very positive. This activity gave a new push to the SAT revision period in terms of student’s motivation. Students approached teachers outside of lesson time to discuss their ideas and what they were going to do next.

Transferability and portability
This activity is transferable, bearing in mind the need for some experience on the part of the teacher in using iPods. In fact, it lends itself to cross-departmental collaboration. For instance, generating video content for the iPod is a next step, but this requires a set of additional skills. Another department, such as ICT or media, might be able to help with this. This would be ideal for cross-curricula training or class projects.

Lessons learnt
Many lessons have been learnt from this project:
 * Files for use on an iPod can be distributed in a number of ways. The iPods do not have to be brought into the classroom. For instance, students can download their resources within school by memory stick or through a school’s learning platform.
 * A wide breadth of content can be created covering the entire year’s work if each class in a year group takes the lead in creating a set of resources for a topic.
 * These resources can be distributed throughout the year group with students choosing to access the content they feel best meets their needs. The resources can also be used as a starting point the following year to continue the development and refine the content.

Voice of the learner
Students’ feedback on the project was very good. Their engagement and motivation increased. Some direct student quotes include:

“Making the PowerPoint for the iPods really made me think of what was important for each slide as the iPod screen can be small.” “I think the quiz we made really helped me understand what all the parts of a cell do as we had to think of the questions.” “Making the podcasts was fun as we got to play different roles it was like doing drama in science.”

**Conclusion**
The iPod can be a flexible tool for students to create their own resources and have access to these resources anytime, anywhere. They can make audio notes, PowerPoint presentations and multiple choice quizzes, thereby having a variety of tools to reinforce their learning.

Links and addenda
Case studies from this project will be shown on [|Teachers’ TV] in the Summer Term. Watch the site for details. Further case studies will soon be available on the [|ASE website]. Adam Parker has some tips on some technical issues on using iPods in science, available in [|Word] (1.3MB), [|PDF] (744KB) or [|OpenDocument text format] (1.3MB). Printer friendly Published: 03 March