I love talking with people of a certain age who have never taught
in a classroom. The conversation generally starts with a line something
like this: "You teach high school? I don't know how you do it!" Once
that fact has been established, my conversation mate generally meanders
through all of the ills that have befallen our public schools in the
past decade, me murmuring my own opinions about my profession from time
to time (which are generally countered with a "Well, back in my day... "
dismissal). We come to an end of our chat with my new acquaintance
sighing and then summing up the vast problems of adolescents today by
saying something along the lines of "Kids just aren't the same these
days."
While I smile politely through most of the conversation,
secretly (or not so secretly) disagreeing with many statements, I do
tend to agree with that final statement: kids just AREN'T the same these
days. It is almost dizzying to think of how much our world has changed
in just the past decade (use the size of a cell phone as a measuring
stick if necessary). How could we expect our youths to stay the same?
Theirs is a world of texting, tweeting, Googling, and Facebooking, and
none of these things were common knowledge (much less common verbs!)
when I was in high school, even though that was only a short ten years
ago. Instead of bemoaning that the students of today aren't responding
to the standard method of delivering instruction, we should meet them on
their own playing field, integrating technology into our everyday
practice. With this thought in mind, I structured my classroom around
the use of iPods, and I quickly learned that dedicated educators have
the opportunity of harnessing so much educational potential through one
tiny device.
I became the shepardess of thirty iPod Touches as a
sort of fluke; I was a young English teacher, and my school district had
just received a grant to place these devices in English, Math, and
Science classes that were preparing for our state's standardized tests.
The cart resembled R2-D2 from Star Wars, and it had a slot for
each numbered iPod that came complete with a cord that connected it to
the cart itself; this allowed for mass charging and syncing of the
iPods. Inside the cart, I found that I was also furnished with a
Macbook, a digital presenter, and a wireless hotspot.
Instead of
the excitement I'm sure I was meant to feel (oh the entitlement of being
one of the first teachers in the district to be part of this new wave
in education!), I was completely freaked out. Nothing in my limited
teaching experience thus far, not to mention my education courses in
college, had prepared me for managing or using iPods with my students.
What in the heck was I supposed to do with these things? Weren't they
just for listening to music and playing the occasional game? What was I
supposed to do if a student walked out with one? For that matter, what
was stopping them from coming in after hours and wheeling out the entire
cart? I was besieged by thoughts of mass educational failure, followed
by the inevitable termination of my teaching position, and I counted
myself as very unlucky indeed to be chosen for such an "honor."
I
eventually overcame my terror and created a system where each student
was assigned an iPod by his or her seat in the classroom. Students and
parents signed a waiver at the beginning of the school year that had
them acknowledge that they would be responsible for half of the iPod's
cost if theirs was to go missing or become damaged beyond normal wear
and tear. Each desk was furnished with an iPod "parking space," which
was simply a laminated piece of paper that had the outline of an iPod
that included the iPod number assigned to that desk and the rules for
using the iPods; when the iPods were not in use, students were to turn
them face-down in their parking space. Students were to pick up their
assigned iPods from the cart when first entering the classroom and
return them during clean-up time, about three minutes prior to the bell
ringing. Because I was teaching five separate sections of tenth and
eleventh graders throughout the day, this system made management of the
devices easy and also prevented students from simply playing with their
iPods when instruction was occurring.
My first foray into using
the iPods was very simplistic, but it eventually grew into an effective
research project. By simply using the Safari application, I had students
look up various facts about our next author and answer questions on a
worksheet. This first project turned out to be a little too basic (and a
little too much like looking up facts in a textbook), so we added
another element to our next project. When we were beginning our unit on
Zora Neale Hurston, I created a modified webquest by simply looking up
informative websites and saving the links to my PortaPortal website. I
then created a shortcut on the iPods to my PortaPortal site. Students
were placed into groups and assigned the job of creating "Farcebook"
profile pages that had to include posts, biographical information, and
friends that would have been included if Zora Neale Hurston had had a
social networking site like Facebook. Different variations of this
project became a regular event in my classroom because my students felt
like they weren't doing "real research" because of the format of the
final product, and they were much more amenable to finding the
information using the iPods than they had been when doing a similar
project using printed materials.
After that initial success, I
began to investigate more specialized apps. I soon found that some
simple (and free!) games from the App Store could be used as quick and
efficient bell ringers (or warm-ups). Right before our standardized
tests, my remediation students began using Miss Spell's Class for the
first five minutes of class every other day to review commonly
misspelled words. Students would record their scores on index cards that
I would collect for participation credit at the end of class. We would
also often start class with Chicktionary, a game that requires letters
to be rearranged to spell different words; I would ask students to write
down one word from their game that they weren't familiar with and then
use their dictionary app to find the definition. Depending on the amount
of time we had in class, I could extend this activity so that students
had to use that word in a sentence or quiz a partner on the meaning of
the word. We also made use of the Grammar Up app as a way of reviewing
concepts prior to an assessment.
For my more advanced students, I
started a class blog that allowed us to create "silent discussions"
where students could use their iPods to respond to discussion questions.
I would post a question on the site before class began, and students
would respond in class by commenting on the post and then responding to
posts from their classmates. I molded this activity in several different
ways, including having students use certain sentence structures in
their comments (i.e. you must use a compound sentence in your post) and
also having them post their own questions for the class to "silently"
discuss. This activity became a favorite of my students because it
allowed the quiet students (who wouldn't speak at all in regular
discussions but often had wonderful ideas) to express themselves, and it
was also fun to see just how long a class of twenty-five tenth graders
could sit in a room together and be verbally silent while they were
interacting with each other on their devices.
I also utilized the
iPods as an easy way to differentiate instruction. My eleventh grade
remediation class had students with who received special education
assistance as well as students who were just shy of cutting it in the
regular level course. Because of this wide array of ability levels, it
was often difficult to deal with behavior management, as students would
either be bored because instruction was too slow for them or begin
acting out as a mask for not grasping the concepts as quickly as the
others. By putting an audio copy of the books that we were reading in
class on each iPod and creating reading guides that highlighted concepts
that we had discussed as a class, students could work at their own pace
while I circulated throughout the room and provided assistance to
individuals. The reading guides eventually turned into an Easter egg
hunt of sorts, with questions such as "After reading Chapter 2, look
back at page 5 and copy the example of personification used there."
In
addition to the techniques I described in detail above, I implemented
the iPods in a myriad other ways. Google Docs helped me to create simple
multiple choice (and even short answer) assessments that could be
completed on the iPods; these gave me an instant picture of how students
were doing with concepts that we were discussing in class. iBooks' PDF
feature allowed me to upload copies of my PowerPoint presentations so
students who were absent could come in and copy notes quickly. The
pre-loaded camera app allowed my students to take pictures and videos of
group projects. The QR Code reader allowed me to create scavenger hunts
where students would scan the codes, be sent to sites or videos, and
answer questions for a project. The best part was, I was only on the tip
of the iceberg; I can't even begin to imagine what these devices could
do in other disciplines and grade levels.
Now, with all this said,
I am not saying that the iPod Touch is the final word in student
engagement; in fact, by the time that this article is read, this piece
of technology may be completely outdated. iPads, Android devices, and
other devices have just as much potential; I have just spoken from my
work with the technology that was made available to me. The point that
should be drawn from my experience is that as educators, we must also be
innovators; we can't stick to the same classroom strategies and expect
that engagement will come naturally. The classroom must morph and change
with the rest of the world.
If a reader is looking for a place to
start with technology in the classroom, I hope that this article has
provided some useful tips as well as a little inspiration. However, I am
also hopeful that this article becomes outdated quickly as teachers
continue to develop fresh approaches. Using the media that students are
already comfortable with to engage those young minds in the important
work of the classroom just makes sense.
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