Literature Review

Literature Review

Introduction 

•    The topic.  Technology in education can have a huge effect on student learning and student engagement.  iPads are one of these technologies that has shown great promise.  The key issue educators are facing today is how to use them effectively and not just for the sake of using technology in the classroom.

•    General overview of the literature. Studies show great things about the effect of using iPads in the classroom.  The majority of research done on this topic has come to the conclusion, that using iPads in the classroom has engaged students more and has increased student achievement. 

•    Your rationale.  Since iPads are a relevant form of technology for students in today’s world, it is important to explore more of the research being done about this topic.  The types of literature being analyzed and compared in this review are research studies.  These are important and necessary to look at because they show how iPads are being used in the classroom and the effect they have on students.  Research studies on ineffective uses of the iPad are not included because the literature is not out there.

Body 

•    Kinds of work reviewed.  The literature being reviewed describes different research studies done at different times.  Therefore, they are organized chronology with the most recent first and the oldest last.

•    Description of selected important works.  

            A research study showed that kindergarten students using iPads scored better on literacy tests then kindergarten students who did not use them.  The study took place in Auburn, Maine and lasted nine weeks.  They randomly selected half of the school districts to have their kindergarten students use iPads and the other half did not.  Both groups were tested before and after the study took place, and at the end of the study they found that those kindergarteners using the iPads scored much better than those who did not.  Not only did they see higher scores, but also an increase in student engagement and excitement for learning in those students who used the iPads (Dalrymple, 2012, p. 1).  

            iPads can be effective in the classroom as well as the library.  An iPad pilot initiative that originated in Austin, Texas was done to find out how effective they can be for high school students.  First of all, the teachers trained over the summer prior to this pilot on how to use iPads.  Then, a trial was done with a few students before the school year started to make sure it went as smooth as possible when the school year began.  Not only did the use of iPads increase creativity through the use of the camera, video camera, and apps for story telling, but they also saw an increase in productivity.  Teachers were able find ways to do things paperless, which saved money and time.  In the library, which is a student “hang out” for this school; they were able to see how students used the iPads on their own with their peers.  This study was well thought out and is showing promising results on the effectiveness of the use of iPads in education (Foote, 2012, p. 14-18).  Although this study was done using high school students, it is still extremely relevant to showing how iPads can be effectively used in education.

            iPods, iPads, and SMARTBoards are helping to transform literacy instruction and the way students are learning.  Some teachers claim that students see these tools as exciting and engaging and not as schoolwork.  They also become more creative in the way they think and complete their work.  By using these technologies in their lessons students have been more engaged and learning has increased (Saine, 2012, p. 74-79).

Research has also shown that the combination of rich graphics, touch screen, and fast processing speed is increasing student engagement.  There are so many uses for iPads in the classroom.  Research has shown that there are great applications that allow for students to be creative and use critical thinking.  First and second grade students in Arlington, Virginia have created online books that include their writing, images, and links to outside sources such as videos and websites.  They then were able to share these with their peers and parents by publishing their work to the web (Levy, 2011, p. 1).

A pilot program was done in Virginia that purchased iPads for each student in certain school districts to use in grades 4^th, 7^th, and 9^th grade social studies classrooms.  There were problems that occurred during this program, such as teachers having to learn as they went and problems with the content being too advanced for the 4^th grade students.  Even with these problems the students and teachers supported the continuing of the program.  After reading about this program, it is clear that using iPads in the classroom is something that needs continued research and work get the best results (Quillen, 2011, p. 1).

Is reading from an iPad more effective than reading printed text?  A study was done to test this theory.  One class used an iPad to read a certain text and the second class read the same text but in the printed form.  Then, they switched and had the first class read from a printed text, different from the previous text, and the second class read the same from the iPad.  They found that using the iPad was much more engaging, but did not improve comprehension like they though it would.  This could be due to students becoming distracted with the new technology (Sheppard, 2011, p. 12-15).  This study is the oldest study included in this review.  Its purpose is to show how far research has come and how improving the use of iPads in education has been more successful.

Conclusion 

•    How your work is informed by the work of others.  After this review of what others have researched and determined, I have benefited greatly.  I can see how problems will arise along the way and how to solve them as I go.  By looking at literature from a year ago I can see that over a short time adjustments are made and results will improve.  I can see that in the study on whether or not using an iPad to read is more effective than written text, even though comprehension results did not improve, student engagement did.  I also learned from the pilot program done in Virginia that is extremely important for teachers to understand how to use the technology first.  By looking at the pilot program that was done in Texas using high school students I learned that I was correct in thinking that teachers need to be trained first.  The training of the teachers benefited the program and as a result the students were more engaged, creative, and better learners.  From this review I have learned many things to help me in my research.  Most importantly, I have found that using iPads in education is extremely beneficial for student engagement, creativity, and student achievement.

References

Dalrymple, Jim. (2012, February 17). iPad Improves Kindergarteners Literacy Scores. Retrieved from http://www.loopinsight.com/2012/02/17/ipad-improves-kindergartners-literacy-scores/

Foote, Carolyn. (January/February, 2012). Learning Together: The Evolution of a 1-1 iPad Program. Internet @ Schools, Vol. 19 Issue 1. Retrieved from http://web.ebscohost.com.proxy2.cl.msu.edu/ehost/detail?vid=6&hid=9&sid=b43d4010-e730-459c-ba48-533671a8167a%40sessionmgr12&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=eft&AN=72955946

Levy, Peter. (2011, July 11). Putting the iPad to Work in Elementary Classrooms. Retrieved from http://thejournal.com/articles/2011/07/11/putting-the-ipad-to-work-in-elementary-classrooms.aspx

Quillen, Ian. (2011, June 15). Educators Evaluate Learning Benefits of iPad. Retrieved from http://www.edweek.org/dd/articles/2011/06/15/03mobile.h04.htmlSaine, Paula. (2012). iPods, iPads, and the SMARTBoard: Transforming literacy instruction and student learning. New England Reading Association Journal, Vol. 47 Issue 2. Retrieved from http://web.ebscohost.com.proxy2.cl.msu.edu/ehost/detail?vid=5&hid=9&sid= b43d4010-e730-459c-ba48 533671a8167a%40sessionmgr12&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=eft&AN=74011864&anchor=AN0074011864-11

Sheppard, Dale. (2011). Reading with iPads - the difference makes a difference. Retrieved from http://www.minnisjournals.com.au/articles/ipads%20et%20t3%2011.pdf

Introduction and Background

What are the effects of using iPads in the elementary school classroom?  How can they be used in whole class teaching, groups, and independently?  Will students be more engaged in lessons if iPads are used?

The school district I work in is providing teachers with one iPad per classroom for the upcoming school year.  I want to research ways that teachers can use these in their teaching.  Even though I am not currently teaching a class of my own, I feel that this is something I will be able to use in the future and to help teachers that I work with now.  Student engagement is an issue that is becoming more and more difficult to accomplish because of the technology that kids today are constantly exposed to in their every day life.  If we could use iPads to help engage students, then we will then see in increase in student achievement.

Other teachers, principals, and administrators will find these questions significant as well.  Teachers will be able to understand how to use iPads effectively.  Principals can use the information to help teachers that may have more difficultly or just need a little extra help.  Administrators can use the information to determine if more iPads should be purchased and made available for all students to have one of their own to use in the classroom.

A study was done in Auburn, Maine that randomly provided half of the districts kindergarten classrooms with iPads to use for nine weeks.  The results from this study were that the students that used iPads outperformed students that did not use them.  Along with the higher scores they also found that the students with the iPads were more motivated and engaged in their learning.  

Research has also shown that the combination of rich graphics, touch screen, and fast processing speed is increasing student engagement.  There are so many uses for iPads in the classroom.  Research has shown that there are great applications that allow for students to be creative and use critical thinking.  First and second grade students in Arlington, Virginia have created online books that include their writing, images, and links to outside sources such as videos and websites.  They then were able to share these with their peers and parents by publishing their work to the web.

Experts say that there are legitimate reasons for using iPads in education.  In comparison to laptops and other devices, iPads are the better option.  They have a battery life that last 8-10 hours, so you could go the entire school day without having to plug into a charge cord.  They are lightweight and easily portable from one spot to the next, whether it be switching classrooms or just moving around the classroom.  The have a larger screen size than a smartphone, which makes it easier to see and look for information.

A pilot program was done in Virginia that purchased iPads for each student in certain school districts to use in grades 4^th, 7^th, and 9^th grade social studies classrooms.  There were problems that occurred during this program, such as teachers having to learn as they went and problems with the content being too advanced for the 4^th grade students.  Even with these problems the students and teachers supported the continuing of the program.  After reading about this program, it is clear that using iPads in the classroom is something that needs continued research and work get the best results.

References:

Dalrymple, Jim. (2012, February 17). iPad Improves Kindergarteners Literacy Scores. Retrieved from http://www.loopinsight.com/2012/02/17/ipad-improves-kindergartners-literacy-scores/

Levy, Peter. (2011, July 11). Putting the iPad to Work in Elementary Classrooms. Retrieved from http://thejournal.com/articles/2011/07/11/putting-the-ipad-to-work-in-elementary-classrooms.aspx

Quillen, Ian. (2011, June 15). Educators Evaluate Learning Benefits of iPad. Retrieved from http://www.edweek.org/dd/articles/2011/06/15/03mobile.h04.html

Lesson Plan Reflection

Lesson

            My lesson is made for third graders following a unit on biographies where students had already chosen an important person and wrote a biography on that person.  The lesson is to teach students how to choose important events in a person’s life to include on a timeline.  First, we would have a discussion on how you could tell if an event was important or if it was supporting.  We would do this by using a person that no one in the class used for their biography.  Next, using an iPad on the document camera I would show the class how to create the timeline using the events we found together using the app Popplet.  I would show them how to take a picture and put it in the timeline.  Then, we would add some events together.  I would guide students by doing it on the document camera and students would do it on their iPad along with me.  As students become comfortable with what to do, they will be allowed to work on their own.  Students that need extra help will join me in a small group to work together until they feel comfortable.  Once everyone is working on their own, I will be able to walk around and assess students on their progress and redirect students who are off track.  Students will present their completed timeline to the class and I will assess their final project.

Implementation

            I was not able to implement my lesson in a classroom like I wanted.  I was able to adjust it a little to do with a sixth grader that I nanny for.  For the lesson, we chose to do the entire lesson with Harriet Tubman.  We looked up some information online and printed off a few reliable sources to use.  Next, we discussed how to determine what an important event in someone’s life is as opposed to a supporting event.  She was able to do this with very little guidance.  We only had one iPad, so first I showed her the app and how to add events and take pictures to put in the timeline.  She caught on very quickly and was able to work on her own after two examples.  As she was working I was able to see how easy it was for her to complete the timeline.  She worked on it all in one day, since I was there all day, and completed it all.  If she would have had to do it over a few days she may have needed a few reminders on how to use the app, but I am not sure of this.  Overall, this lesson went very well.  Since it was extremely easy for her to complete, I think it would be much more appropriate to do with third graders like I planned. 

Reflection

    The goal of this lesson was for students to learn what an important event is to use on a timeline.  With this knowledge students were to create a timeline using an iPad.  The assumptions were that the students would know how to navigate an iPad by using a touch screen and that they would know how to take pictures.  This assumption was correct in my implementation; she knew exactly what to do.

    An affordance was that I showed her how to use the app and had her try it with me.  I showed and told her what to do and in the future this will benefit both the visual and auditory learners, just like it benefited her.  Constraints I can see occurring are that students could become caught up in taking pictures and exploring the app and forget what they need to be doing to complete the assignment.  Since this was a one on one lesson this was not a problem at all.

    Constructivism will be taking place by allowing students to ask questions and learn from each other about timelines and the technology.  This did not occur during my implementation because it was only one student.  Behaviorism did occur because as she was working I gave her praise for doing a great job.  It will also occur, in the future, at the end when students share their completed timelines with their peers and myself.  This positive feedback will encourage them to be engaged in future assignments. 

    Technology plays a supporting role in this lesson.  Since the goal of the lesson was for students to find important events and then create a timeline, the technology is there to help them see it visually.  The advantage to using this technology is that students will be much more engaged in the lesson than if they were to just draw it out with paper and pencil.  The only disadvantage I can see is if students get too caught up in taking pictures or just really cannot get the hang of using the technology because then the lesson will be lost.  My goal is to not have them so focused on learning the technology, but on using it to help with their timeline. 

    This lesson fits well in the school curriculum and is intended enhance the learning of biographies.  It is a requirement for all third graders to complete a non-fiction writing piece, which is the biography.  The timeline is being used to enhance this curriculum by having students display the information in a different way. 

    All learners are expected to use what they learned about what important events in someone’s life would be and then put them into a timeline.  For students that are ELL, I will provide extra support in teaching what a timeline is.  I will offer support to all learners who struggle with the technology and/or assignment requirements.  I did not have to do this in my implementation.

    Teachers and students needed to know how to use an iPad and work with a touch screen.  Teachers need to know how to use the app and be able to problem solve for students if they come across difficulties.  Lastly, both the teacher and students need to know how to take a picture.

    I assessed her by checking in to see that she was on the right track as she was working.  I also checked her finished project in the end.  I would have done the same thing in a larger setting.

    She really enjoyed using the iPad to create the timeline.  She liked being able to take pictures to put in the timeline.  Since she did not have trouble with the content of the lesson, I cannot say whether or not the technology would have been influenced by the technology.  I do think by using iPads, it makes the lesson more engaging and would expect to see that students would understand the content.

Biography Timeline Lesson

Here is the link to my lesson using iPads to teach timelines:
https://docs.google.com/document/d/11HjjPy-QxKuco2CIeaf-_oQcQsc1GUrQ7doo4sb30yM/edit

Digital Slideshow Lesson on Adjectives

Here is the link to a digital slideshow I create about a lesson I taught on adjectives!

Audio Production

I chose to interview adults on what they really know about global warming because it is something we hear so much about.  Listen to my podcast to see what I found out.

https://www.box.com/s/185289e8b4f2ab78e9e8

Wicked Problem Project-Final

The problem I chose to address was the issue of group projects in the classroom.  Often times when students are asked to complete a group project one or two of the students get stuck doing most of the work.  This is not fair!  I think that group projects are a great way for students to learn, so I chose to use Wikispaces to help solve this problem.  Wikispaces allows groups to work together and for the teacher to track who has completed what part of the project.  Please listen to my screencasts to hear more about my project.  Here are the links: Part 1 and Part 2


1. What is the TP knowledge for the solution?  (i.e., how does the technology you have chosen support the teaching strategies and methods you have chosen?)
I chose to use Wikispaces as a place for my students to work as a group, so that I can clearly see who is contributing what to the project.  By using Wikispaces and giving due dates for specific parts of the project, I will be able to give feedback and allow groups to improve their project as they go.  Also, by having students use Wikispaces to create their project they will be more engaged.  This is because students enjoy working in groups and by allowing them to use a technology to do this it will increase their engagement even more.

2. What is the TC knowledge for the solution? (i.e., how specifically does this technology make the content in your problem more intellectually accessible?  Be sure to think about representation.)
Often times technology is just added on and does nothing to enhance the content of the lesson.  My goal is to use Wikispaces to enhance the content of my lesson on Michigan history.  By using Wikispaces to create the parts of their project my students will have the opportunity to work together and I will be able to see how they are working as a group.  They also will be able to give feedback to their peers and make adjustments to their project based on feedback they receive.  By using an Internet tool to create their project, students will be able to work at school and at home.  This will give students the time they need in order to create their part of the project.  The students will need to research the history of Michigan in order to create the questions for their project, which I will allow them to use textbooks and resources in the classroom as well as the Internet.  By using the Internet to research the information and then put it onto their group's Wikipage, students will get to learn the information in a new way.  After using the technology to plan the parts of the game in one spot, it will be easy to see how it will all come together in the final board game project.

3. What is the PC knowledge for the solution? (i.e., how specifically do your pedagogical choices make the content in your problem more intellectually accessible? Be sure to think about how the student will experience the content given these instructional strategies.
By having my students work in groups using Wikispaces, the content will be more accessible to them because they will learn from each other.  It also makes students take responsibility for their part of the project.  Often when students work in a group they do not contribute equal parts to the project.  So by telling students up front that I will be checking to see that they all have contributed equal parts, will help them to succeed.  This will get them used to working together as well as hold them responsible for their part.  By using these pedagogical strategies the content in my problem will be more intellectually accessible.