Recently, I read an article that described how, in Science, failure to prove a hypothesis can lead to greater discovery than would have occurred had the hypothesis proved correct. I can only hope that in this case the results will prove useful even though the original project was not necessarily successful.
Looking back, I could have done the project on the effects of a positive incentive program on student discipline. The program was in place and would have been easier to quantify. However, the learning would not have been as great. In a nutshell, I'm glad I chose this topic and will apply what I learned to future assignments. Hopefully, others will also be able to use the findings to help them in technology integration projects as well.
Below is the text of the document. I can only hope that it formats correctly.
Abstract
As part of a technology grant, Palestine Middle School, a rural East Texas campus, received enough iPod touch mobile devices for every 7th and 8th grade student. The campus also received ancillary equipment, including Macbooks, to support these devices. During the first year, students were allowed to take the iPods home and teachers used the ancillary equipment for student-produced podcasts. Once the grant was complete, the iPods were designated for classroom use only. The original intent of the research was to determine the effects of regular classroom use of iPods on student achievement in Science. However, during the classroom implementation, many obstacles were encountered that hindered the effective use of the equipment. This report documents these obstacles and provides recommendations for eliminating or overcoming them in future technology projects.
iPod Use in a Rural Middle School: Pitfalls and Possibilities
During the 2010-2011 school year, Palestine Middle School, a rural East Texas campus, participated in a T3 (Target Tech in Texas) grant funded by the Texas Education Agency and administered through the Region 07 Education Service Center. The purpose of the grant, according to the Texas Education Agency (2011) was “to stimulate the use of educational technology in teaching and learning.” As a result of this grant, Palestine Middle School received enough iPod Touch devices for all 7th and 8th grade students, amounting to approximately 400 devices. In addition, the campus was given 15 Apple MacBook computers, five iPod storage carts, and accessories for all devices. The focus of the Region 07 grant was to use the technology to enable students and teachers to produce educational podcasts and to enable every 7th and 8th grade student to have access to a mobile device (iPod) for home and classroom use. In the original distribution of the iPods, documented by Covington (2011), parents and students were given the option of checking out an iPod for home use. Only 39 students chose this option. When the grant requirements were complete in the Spring of 2011, Palestine Middle School was allowed to keep the iPods and other equipment. It was decided that the devices would not be reissued to students during the 2011-2012 school year, but instead only made available for classroom use.
Palestine Middle School is a rural campus located in Palestine, Texas. It serves approximately 400 7th and 8th grade students, most of whom (71%) are considered low-income. The ethnic breakdown of the campus is 36% Hispanic, 34% White, and 29% African American. The year prior to this project the campus received a rating of Academically Unacceptable due to the performance of one subpopulation in Science.
The original purpose of this action research project was to determine how to effectively implement the iPods into Science instruction in order to improve student achievement. In the project design, Science teachers would use the iPods on a regular basis and student achievement would be measured through local and state assessment results, surveys, and data from journals and other relevant class work. It was expected that, by regularly and effectively using the handheld devices, student achievement would improve as the year progressed.
After completion, the findings of the project could be used to assist other departments in incorporating iPod technology into their subject areas. In addition, other schools could benefit from the lessons learned during the classroom implementation process.
As will be seen, the original intent of the project was not realized due to factors beyond the control of the researcher. This report will instead serve as a tool to help overcome some of these concerns in future technology projects.
Several key terms will be used in this report. iPod refers to a brand of portable media player designed and distributed by Apple Inc. The iPod touch is a touch-screen version of this device and will be referred to by the generic name iPod throughout this report. Applications, or apps, are the computer programs downloaded onto the iPods via a web browser. Applications allow the iPod to perform multiple functions and include games, educational and productivity tools, and media access. iTunes is Apple Inc.’s media and library application. It allows applications to be downloaded and stored on the iPod. Podcasting is a method of creating and distributing multimedia files over the Internet. Podcasts can be either audio or video, although video podcasts are sometimes referred to as vodcasts. Curriculum Based Assessments and Benchmarks refer to school developed tests to measure student progress. STAAR is the acronym for State of Texas Assessment of Academic Readiness, a state mandated assessment of knowledge and skills.
Literature Review
In Vision 2020, the Texas Education Agency developed a long-range goal of having an education system where students have 24/7 access to information and resources and teachers are able to use technology to effectively meet the needs of these students (Texas Education Agency, 2006). The goal will require both technologies for the students and training for teachers. At present, there is a growing body of literature supporting the use of mobile technologies to increase student learning as well as documenting potential problems. Shuler (2009) suggests that mobile technologies can serve several important functions. These include “anytime, anywhere” learning, reaching underserved students, improving modern social interactions, and customizing learning to fit individual student needs. There are already a number of mobile applications that can be used in education, including mobile gaming and simulation, research aids, and study tools and the possibilities continue to grow (Johnson, Levine, Smith, & Smythe, 2009). Other uses include listening to lectures and books, notetaking, and language learning as well as simply blocking out distractions through the use of music (Dogbey, 2007).
In 2004, Duke University piloted a project that provided iPods to incoming freshman. The results indicated that these devices could be helpful in many academic situations (Duke University, 2005). Some of these include language learning and vocabulary development (Born & Nixon, 2012; Fraga, Harmon, Wood, & Buckelew-Martin, 2011) as well as general classroom activities (Yerrick & Johnson, 2009; Bauleke & Herrmann, 2010; Murray & Sloan, 2008).
However, we still know very little about how to harness the power of digital media and its use in education (Shore, 2008). In addition, some schools go through what Thomas (2007) calls “install first, think about the pedagogical consequences later.” This can lead to underutilization or misuse of the devices.
Action Research Design
Subjects
This project was originally developed because iPod technology was readily available on campus, but was not being used. The goal was to find ways to implement the devices into instruction in 7th and 8th grade Science and then determine their effectiveness through examination of Benchmark, Curriculum Based Assessment, and STAAR scores in Science. It was decided that Science would be the best place to start because, of the original teachers involved in the T3 project, the most active were in the Science department. Science had also received a rating of Academically Unacceptable the previous year and it was hoped that integrating iPod technology would serve to increase student achievement and raise this rating.
Procedures
The vision for the project was communicated to Science teachers during staff development prior to the beginning of the school year in August. The teachers were encouraged, but not administratively directed, to implement the technology in their classes. However, follow-up on the use of the devices was a part of early department meetings and support was given by the Science department chair. iPod training was scheduled to begin in September and be held weekly during department conference times. This was to be an opportunity to learn from the district technology trainer as well as share classroom practices. Both Science teachers and students were surveyed about their own experiences with the iPod devices in September and given opportunity to share ideas for how they could be best utilized in classes. A DropBox folder was created to allow teachers to add lesson and application ideas. As the year progressed, scores on Benchmarks and CBAs were to be evaluated using the DMAC system to look for improvement. Students were also to be surveyed in December and again in May to determine their impression of whether using the iPods helped them be more successful in Science.
Data Collection
As the school year continued, it became apparent that there were going to be issues in implementing this project as designed. First of all, though promised in August, the iPods were not made available until late October due to technical concerns. The previous year, students had taken the iPods home and a number had been stolen and subsequently recovered. Before they could be reissued to teachers, they had to be updated and repaired. The training that was scheduled never materialized as the trainer was pulled for higher priority activities after the iPods were issued. By this time, much of the zeal for using the devices on the part of teachers had faded. Those few teachers who had tried to use the iPods reported problems with wireless connectivity. In addition, administrative support dwindled as other projects took center stage. Due to these and other concerns, it was decided to change the scope of the project and focus on using the devices in my own 7th grade Science and 8th grade advisory classes. Anecdotal data along with CBA and Benchmark scores would then be used to evaluate their effectiveness.
After beginning to implement this secondary plan, it quickly became apparent that there were inherent problems between the building’s wireless network and the iPods. In addition, many hours were spent looking for suitable applications, or apps, only to discover that they would not load onto the iPod iOS (mobile operating system). Paid apps could not be loaded because the district did not have an account that could be used district wide. Both of these issues were brought to the attention of the responsible parties in the fall, but were not addressed until May. After spending a large part of the year trying to get the equipment to work properly with hit-or-miss accuracy, it was decided to focus the brunt of the research on determining root causes for the problems that were encountered and developing recommendations for future projects of this type. This was accomplished through interviews with teachers and technology personnel. Anecdotal and observational evidence documenting student iPod use was also collected and used in the analysis. This was collected with open-ended surveys of students using the iPod technology as well as watching and interviewing students.
Findings
In the beginning of the project, 378 Palestine Middle School 7th and 8th grade students were surveyed as to their familiarity with iPod technology. 37% of all students reported owning an iPod. By grade level, 44% of 8th graders and 32% of 7th graders reported owning these devices. Of the others, 82% said they had experience with the devices. Only 14% of students reported having never used an iPod, with 4% not responding.
Of the students who reported either owning or using an iPod, 132 said they used the device daily. 60 reported using them weekly, 49 reported monthly use, and 77 said they used an iPod less than once a month (see Figure 1).
Based on these survey results, the majority of students at Palestine Middle School reported at least some experience using the iPod, even if they did not own one of the devices. When asked how they used the iPod, 190 reported listening to music, 201 reported searching the internet, 217 played games, 141 used applications, and 39 reported other uses. (see Figure 2). Some of these other uses included doing homework, watching math videos, taking pictures and video, reading books, taking notes, and using the device as a watch, calculator, and timer. Students were allowed to choose multiple options on this survey question.
Students were also asked what they perceived as the best use of the iPods in the classroom. The choices were searching the internet, using educational applications, solving math problems, listening to/watching educational podcasts, and other uses. Multiple options were allowed on this survey question. Most thought that all of these were good uses. The other ideas suggested included research, listening to music, finding music by classical composers in band class, recording classes, doing science experiments, taking notes, using online textbooks, and staying organized. One student also pointed out that the previous year’s attempts at iPod implementation were not effective and another thought it would be a good tool for ignoring the teacher.
Students were also asked what they perceived as the best use of the iPods in the classroom. The choices were searching the internet, using educational applications, solving math problems, listening to/watching educational podcasts, and other uses. Multiple options were allowed on this survey question. Most thought that all of these were good uses. The other ideas suggested included research, listening to music, finding music by classical composers in band class, recording classes, doing science experiments, taking notes, using online textbooks, and staying organized. One student also pointed out that the previous year’s attempts at iPod implementation were not effective and another thought it would be a good tool for ignoring the teacher.
Science teachers were surveyed regarding their familiarity and comfort level with the iPods. At the time of the survey, there were only five science teachers. This group was chosen as the original intent of the research was to measure the effect of iPod use on Science achievement. Three of the five reported owning an iPod. Only one had never used the device before. Four of the five teachers reported being somewhat familiar with the iPod and one was very familiar. All reported that they were comfortable with the iPod. Four of the five teachers expected to use the iPods at least once a week. The other expected to use the devices at least monthly. Based on these survey results, at the beginning of the school year, Science teachers were prepared to use the iPods in their classes if the proper support systems were in place.
In my own classes, I used the iPods at least once a week and made observations during these times. Students used the iPods as lab timers, stop watches, and dice, played interactive math and science games, searched the internet when the wireless network was working, watched preloaded podcasts, and designed vocabulary cards for review. One group of students also created podcasts using the MacBooks and transferred these to the iPods where they learned from each other’s work. Several observations were reported during these sessions. First of all, students with special needs, especially behavior issues, were more focused when they were using the devices. Subsequently, they were able to answer content questions with much more accuracy. There was also an increase in on-task behavior on the part of all students when the iPods were used versus regular class work.
Open-ended surveys were given to students who used the iPods regularly. These students were asked if the iPods had helped them in their learning and, if so, to describe how. All but one student reported that the iPods had helped them learn more effectively than traditional class work. Several students reported that it helped them to be able to look at electronics instead of paper.
Students were also given an opportunity to advise teachers who wanted to use technology more in their classroom. Some of these responses included:
· “The advice I would give would be for the teachers to let us use technology in the class.”
· “Learn about it. Then use it.”
· “Make using technology fun. That way when the teachers want to use it, kids will too.”
· “Watch your students. If they have questions, answer them, and teach them how to use and work with technology.”
Teachers were interviewed to determine why they did not use the technology as expected. The two main reasons given were lack of training and fear of theft. As mentioned earlier, a number of the iPods were stolen the previous year and teachers did not want to be responsible for the loss of more of the devices.
Finally, in an attempt to determine the extent of the problems that kept the project from being fully implemented, interviews were conducted with technology personnel. These interviews resulted in knowledge that would have changed the scope of the project if known beforehand. Several key points gathered from these interviews included:
· During the T3 grant, Region 07 purchased 1st generation iPods. These iPods would not support applications designed for later generation equipment. They also did not come with cameras or microphones.
· The school’s internet security system automatically prohibited internet access on the iPods. Each user had to enter their credentials and even then, the system would drop them after about five minutes of internet use.
· Under the T3 grant, iTunes was set up with a single-user iTunes account instead of a corporate account. For this reason, paid applications could not be downloaded and used on multiple devices and teachers had to use their own iTunes accounts to obtain applications.
· Apple equipment did not work with the school’s domain without upgrading the iOS on each iPod. This was discovered through trial and error.
· iPod carts were designed to automatically download applications from a MacBook to 40 iPods at a time. However, the iPod carts were inconsistent in this task and the Macbooks often would not connect to the Internet to download the applications.
· Servers and hardware were not in place to support the iPods.
Conclusions and Recommendations
Schools today have a great opportunity to meet the educational needs of students through the use of handheld devices such as the Apple iPod. Research shows that the iPod and other mobile technologies have the potential to substantially impact student learning. It is also rare to find a student who does not have at least some access to a handheld computing device, thus allowing them to learn in a familiar environment. However, in order to effectively use the iPods, certain prerequisites need to be in place. These include ongoing training for teachers, iTunes accounts that can be accessed and used by multiple parties, wireless services that support Apple devices, the latest iPod technology, and full administrative support. Without the proper environment, even the most willing teachers and students will find the iPod implementation process frustrating at best. This is especially true when many students know they can simply take out their phones and do many of the same activities that are being attempted with the iPods. As a result of this action research, several key recommendations have been developed for those planning a similar implementation. These are designed to help overcome the problems that were encountered in this project. First of all, before beginning any major technology implementation, ensure that full administrative support is in place. Without this support, it will be difficult to get buy-in from all teachers and others participants. Next, a technology survey needs to be conducted to determine if the infrastructure is in place to effectively support the equipment. This would include wireless access and compatibility with the school’s existing internet servers and hardware. In addition, ensure that funds are available to purchase the latest versions of equipment. With technology changing rapidly, failure to have the latest version can lead to a loss in effectiveness and failure to accomplish educational objectives. In fact, at this point it would be recommended that iPads be incorporated rather than iPods. The iPad is much more versatile, larger, and allows for easier use by multiple persons.
When using Apple technology, a corporate iTunes account should be created that allows multiple users to access and download applications. This corporate account could be administered by one person to ensure that paid applications are available to all users and the use of applications is not abused. Training and support for teachers must also be developed before implementing the equipment. This training should include both hands-on activities with the equipment and group reflection time to share successes and struggles. Equipment security must also be taken into account. A procedure should be developed and followed to ensure that devices are kept secure and not removed without permission. This could be as simple as sign out/sign in process for each device and a locked storage area. Finally, choose one person to be in charge of the implementation of any major technology project. This person would serve as the coordinator and ensure that proper procedures are developed and that the equipment is being used as specified. They would also be able to keep others informed of progress and setbacks in the implementation process.
In beginning this research, I was advised by a peer that it might not turn out as I expected. In fact, I was told that I might want to do something less technical. Although I took this advice to heart, I didn’t expect the project to be as difficult as it turned out to be. However, as with any research, many times the failures result in greater learning than the successes. Looking back over this action research project, it is clear that, had more information been available early on, the project would have gone much smoother. In fact, had I known of the problems that were going to be encountered, a different research topic would probably have been chosen. Nevertheless, now that the project is complete, the results will be of value when implementing future technology projects and, hopefully help others avoid these same problems.
References
Bauleke, D. & Herrmann, K. (2010). Reaching the iBored. Middle School Journal, January 2010, 33-38.
Born, C. & Nixon, A.L. (2012, March). Closing in on Vocabulary Acquisition. Testing the use of iPods and Flashcard software to eliminate performance gaps. Educause Learning Initiative. Retrieved from http://net.educause.edu/ir/library/pdf/SEI1201.pdf.
Dogbey, J. (2007). Using iPods for instruction. The Principals’ Partnership. Retrieved from http://www.principalspartnership.com/
Duke University (2005). iPod First Year Experience Final Evaluation Report. June 2005.
Fraga, L., Harmon, J., Wood, K, & Buckelew-Martin, E. (2011). Digital Word Walls and Vocabulary Learning: The Use of iPods to Facilitate Vocabulary Instruction with ESL Students. Journal of the Research Center for Educational Technology, 7(2), 38-57.
Johnson, L., Levine, A., Smith, R., and Smythe, T. (2009). The 2009 Horizon Report: K-12 Edition. Austin, Texas: The New Media Consortium
Murray, C. & Sloan, J. (2008). iPod Touch Research Report. Delphian E-Learning. November 2008. Retrieved from http://delphian.com.au/ipod-touch-research-report.
Shore, R. (2008). The Power of Pow! Wham!: Children, Digital Media & Our Nation’s Future. Three Challenges for the Coming Decade. New York: The Joan Ganz Cooney Center at Sesame Workshop.
Shuler, C. (2009). Pockets of Potential: Using Mobile Technologies to Promote Children’s Learning. New York: The Joan Ganz Cooney Center at Sesame Workshop.
Texas Education Agency (2011). Target Tech in Texas (T3) Collaborative Grant. Retrieved from http://www.tea.state.tx.us/index2.aspx?id=4844&menu_id=2147483665.
Texas Education Agency (2006). Long Range Plan for Technology 2006-2020. A report to the 80th Legislature from the Texas Education Agency. Retrieved from http://www.tea.state.tx.us/technology/etac.
Thomas, M. (2006). iPods in Education: Innovations in the Implementation of Mobile Learning. The Knowledge Tree: an E-journal of Learning and Innovation, 10, 4-14. Retrieved from flexiblelearning.net.au.
Yerrick, R., & Johnson, J. (2009). Meeting the needs of middle grade science learners through pedagogical and technological intervention. Contemporary Issues in Technology and Teacher Education, 9(3). Retrieved from http://www.citejournal.org/vol9/iss3/science/article1.cfm
Figure 1: Survey Question 7: How often do you use an iPod? These responses were limited to the students who reported either owning or using an iPod in previous survey questions.
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Figure 2: Survey Question 9: How do you normally use an iPod? Students were allowed to choose multiple responses. These responses were limited to the students who reported having used an iPod.
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