Reflections on iPods for Literacy

In the previous post, I mentioned how this technological experience in my first grade classroom is comparable to swimming.  At this point, since last year I have entered the pool and have been wading around - waist deep - in the shallow end of the iPod tech pool.  It feels nice to be able to touch the bottom of the pool while my head is dry, well above the water, but I'm prepared to go even deeper.  At the time, our biggest hinderance was the limit on age appropriate Apps that were being offered for education.  many of the Apps that were available have been created for preK-K children.  So, rather than allowing the iPod Lab to become an expensive door jam and dust collector, my teaching partner and I started taking some tips from another district upstate that was working with the technology already.  Our district's initial intention with the use of the iPods in the primary level was to focus on reading fluency and literacy.

Firstly, my teaching partner and I have created our reading program around a concept developed by "The Sisters," Gail Boushey and Joan Moser, known as the Daily 5.   Within this structure for literacy development, students learn to become independent workers, readers, and writers.  Using what we've learned from the other district, it was easy for us to meld the iPods into our program.  We decided that increasing students' reading fluency was a valid and reasonable goal to work with.  Paired with the Daily 5 structure for independence, the application of the iPods would allow for students to take charge of their own learning while giving the teacher informal data on individual reading progress.

Therefore, the next lessons were around introducing and familiarizing students with the VoiceMemo App. The objective was to give the students the skills on the iPod to independently navigate to the App, then record, label, and delete voice memos they created during Reading-To-Self of the Daily 5 (independent reading choice).  In creating their voice memos, students were expected record a reading of a leveled reader of their choice from their selection of "good fit" books obtain during guided reading group. Then the students were expected to listen and self check their recording for fluency and intonation. If the recording was satisfactory, then the students labeled their recording and proceeded to App exploration. If the recording was unsatisfactory, then student would delete and re-record.

Last year I chose to conduct this lesson, like the previous lesson, as whole group, keeping the consistency of the format I had developed with the students.  Again, I don't feel that I put enough thought into how it would all transpire.  This lesson challenged my patience and stretched over two periods as students were naturally needing more individual attention and instruction.  This year, having the students in small groups proved to be less headache and more productive. I have also observed the proof that students drive their own learning to read when they hear themselves as readers.  At the end of this year my goal is to provide a CD compilation of student year-long readings to send home as a summer gift to their families.

Reflection on Introducing iPods in 1st Grade

Last year was my first year teaching and in the start of that year my school district encouraged teachers to incorporate the use of iPod technology in the classroom.  Being a fresh and new teacher I felt it was a great opportunity to get right in the trenches and be part of the team, while simultaneously side-stepping some of the more political responsibilities until I felt more prepared.

The experience thus far has been equivalent to the initial attempts of getting into a swimming pool as a  constant cool breeze blows.  First, you test the waters with your toes (which isn't the best way for me to determine favorable water conditions since my toes are always cold) going ever so slowly, trying to acclimate yourself before the plunge.  I was inspired with the many different applications of the iPods and eager to get them in my classroom, but, as goes with everything new, I worried about the responsibility of all that expensive technology.  Also, like the chill of the pool water, the amount of information thrown at me and all the tech-lingo was daunting.

Yet, I took another step deeper.  It started with procedural lessons and exploratory lessons with my students and, in true constructivist fashion, we developed what would work for my teaching style and their learning styles together.  I decided that these lessons should be taught whole group and my class immediately approved of this by not yelling out "that's not fair" as only young children can do. I wonder if maybe  this was not my most effective choice. It was a slow process (but remember I'm still only getting my feet wet).  First graders following a step-by-step procedure requires a "broken record" method of instruction given by the teacher and utmost patience by all.  Aside from getting a sore lower back from bending over monitoring and assisting my students, I felt that the procedural portion of the lessons went well.  We agreed on Norms for Proper iPod Handling, assigned individual iPods, organization and cleansing, etc.  All-in-all the iPods were still in tact, accounted for, and still looking like they just came off the assembly line.  I took the next step deeper into iPod integration, App exploration.

Having done much of the ground work of App searching during Inservice week, I was ready to have the students "play" and show me what Apps were useful in the class, what Apps were inappropriate ("too babyish" or "too hard and confusing").  The purpose of this portion of the lessons was to familiarize the students with the touch screen and how to navigate the iPod touch (i.e. tapping, swiping, pinching, etc.).  Although the technology was new to 99% of my students, they easily mastered it.  In my observations I was able to mentally note strengths and weaknesses of the Apps that were available to my students, then later delete or save and organize those that met the needs on my classroom.  At this point I felt like I was wadding around comfortably and so were my students.  I think we might be ready to start going deeper into the pool.