International Society for Technology in EducationInternational Society for Technology in EducationAnnual Conference 2007Annual Conference 2007Atlanta GAAtlanta GA

Presented by

Dr. Dorothy Valcarcel CraigMIDDLE TENNESSEE STATE UNIVERSITYdvcraig@mtsu.edu

Ms. Johnna ParaisoRUTHERFORD COUNTY SCHOOLStorokj@rcs.k12.tn.us 

Including Projects Conducted by

Ms. Brandi NunneryRUTHERFORD COUNTY SCHOOLS

Ms. Sharon Hargrove Ms. Heather WilliamsonWARREN COUNTY SCHOOLS

e-Literacy and Literacy: Using iPods in the ELL Classroom

iPods in the ClassroomiPods in the Classroom

• Born to Be Wired (2003)– Internet medium of

choice– Varied media landscapes– Rise of “active” media

• Born-Again Technologies (T.H.E. Journal, 2006)

– “Hot” technology– Part of popular culture– iPods and podcasting

representing a “sizzling” new medium for classrooms

Teens tune out TV, log on instead

Young people spend an average of 16.7 hours online a week.

(MSNBC, 2005)

What a great idea…What a great idea…Where do I get the funds?Where do I get the funds?

• The ESL Enterprise Project– Teacher Leader Group– Bedford, Rutherford, and

Warren Counties

– Classrooms Represented:• Middle School• Elementary School

– Part of Project Evaluation and Research Extension

– Teacher-driven and Student-centered

– American Popular Culture

Research ProtocolsResearch Protocols

• Language Learning

• Literature & Writing

• Vocabulary Development

• iPod Shuffles

• “Plan for Research”– Subjects

– Materials

– What will be studied?

– Procedure

– Findings

I will begin with the book, Because of Winn Dixie…

Do students enjoy and prefer listening to literature on iPods…?

Research ToolsResearch Tools

• The iPod Shuffle– Cost

– Ordering

– Size

– The “Shuffle” Factor

– Little Ones and Ear buds

• Journals

• Literature Books

Connecting with LiteratureConnecting with Literature

• Selecting Appropriate Literature for ELL Students

– Avoid • abstract ideas (poetry that is

not concrete)• language play (puns, riddles)• complex sentence structures

(inverted verb, objects)

– Subject interest to provide motivation.

– Non fiction.– Highest quality.– Authentic cultures.

Research MaterialsResearch Materials

Teacher Researcher

Literature Titles and Materials

Brandi The Magic Treehouse SeriesSet 1 / Books 1-4Individual CDsJournals

Johnna ShilohHolesIndividual CDs and Journals

Heather Hank the CowdogJames and the Giant PeachIndividual CDs and Journals

Sharon Ruby HollerBecause of Winn DixieIndividual CDs and Journals

What will work?What will work?

Downloads

•iTunes

•Amazon.com

•Audible.com

–Loading and Using

•Direct to device

•Burn to CD, then send to device

Ordering Books

•Jobbers—vendors who sell books from many publishers—Discounts!

•Amazon.com, Ingram, BWI

•Book club (Trumpet, Scholastic)

Audio CD Versions•Public libraries

•Overdrive•Uses DRM•Titles expire on their own after the specified loan period•Multiple copies may not be available

•Amazon.com

iPods

•Overdrive files use Microsoft’s Windows Media Digital Rights Management (DRM)

•These files do not work with iPods!

•Files can be burned to cdrom first

Bottom Line: • Each device needs its own

copy of the audio book• Fair Use and interpretations

– Classroom performance allowed if for curriculum and all students attending performance are enrolled in the class

• Buy ½ books ; ½ audio and swap

Copyright IssuesCopyright Issues

The ProjectsThe Projects

Teacher Brandi Johnna Heather Sharon

Location

Urban

Elementary

School

Urban

Middle

School

Rural

Elementary

School

Rural

Middle

School

Subjects Spanish

Speakers (ELL)

K – 4th

Mostly Spanish

Multilingual

6th – 8th

Spanish Speakers

(ELL)

2nd & 3rd

Spanish Speakers

(ELL)

6th – 8th

Focus Comprehension

Vocabulary

Writing

Vocabulary

Writing

Reading

Communicating

Writing

Vocabulary

Vocabulary

Writing

Reading

Data AR Test Scores

Writing (TCAP)

Student Interviews

Writing

Student Journals

Interviews

Writing Samples

Writing

Student Journals

Interviews

FindingsFindings

Brandi Johnna Heather Sharon

Overall writing scores improved significantly.

AR Comprehension Tests showed no difference or improvement.

Younger students preferred listening to teacher read aloud.

Higher frequency of vocabulary used in writing.

Depth of literature discussion increased.

Quality of writing improved.

Students branched out in designing podcasts.

Early findings indicate an increase in student interest in reading, increased depth to journal writing, and increase in comprehension and vocabulary use.

Due to large numbers of students served in this ELL classroom, the project was discontinued.

AR Comprehension Test Scores improved significantly.

Findings also indicate that exposure to differentiated instruction and technology assisted in language proficiency.

General FindingsGeneral Findings

• Learning goals• Integration, not addition

and use as “cultural tool”

• “ear bud” factor• “Hot” factor• With technology, comes

complexity:– Learning curve– Knowledge of use– Technological literacy

• Degree of student involvement

• Grouping if any• Availability of support

• Role of the Teacher– Not all technology is

suited for every task– Curriculum development

skills– Role as Researcher

• Role of the Student– Learner needs– Use of technology to

scaffold– Use of technology to

assist language development