International Society for Technology in Education Annual Conference 2007 Atlanta GA Presented by Dr. Dorothy Valcarcel Craig MIDDLE TENNESSEE STATE UNIVERSITY Ms. Johnna Paraiso RUTHERFORD COUNTY SCHOOLS Including Projects Conducted by Ms. Brandi Nunnery RUTHERFORD COUNTY SCHOOLS Ms. Sharon Hargrove Ms. Heather Williamson WARREN COUNTY SCHOOLS e-Literacy and Literacy: Using iPods in the ELL Classroom

iPods 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… 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 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 Tools The iPod Shuffle –Cost –Ordering –Size –The “Shuffle” Factor –Little Ones and Ear buds Journals Literature Books

Connecting 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 Materials Teacher Researcher Literature Titles and Materials BrandiThe Magic Treehouse Series Set 1 / Books 1-4 Individual CDs Journals JohnnaShiloh Holes Individual CDs and Journals HeatherHank the Cowdog James and the Giant Peach Individual CDs and Journals SharonRuby Holler Because of Winn Dixie Individual CDs and Journals

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 Issues

The Projects TeacherBrandiJohnnaHeatherSharon Location Urban Elementary School Urban Middle School Rural Elementary School Rural Middle School Subjects Spanish Speakers (ELL) K – 4 th Mostly Spanish Multilingual 6 th – 8 th Spanish Speakers (ELL) 2 nd & 3 rd Spanish Speakers (ELL) 6 th – 8 th Focus Comprehension Vocabulary Writing Vocabulary Writing Reading Communicating Writing Vocabulary Writing Reading Data AR Test Scores Writing (TCAP) Student Interviews Writing Student Journals Interviews Writing SamplesWriting Student Journals Interviews

Findings BrandiJohnnaHeatherSharon 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 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