iPods in the Middle School Classroom- Hale- 10 14 2010 · running head: evaluating the impact of...

Running Head: EVALUATING THE IMPACT OF IPODS IN THE MIDDLE SCHOOL CLASSROOM 1

Evaluating the Impact of iPods in the Middle School Classroom

John Paul Hale

Tyler Independent School District

1501 West Connally Street

Tyler, Texas 75701

[email protected]

Submitted for course requirements in EDLR 5271

Fall 2010

The University of Texas at Tyler


Evaluating the Impact of iPods in the Middle School Classroom

Mention the word iPod among today’s teachers and there may be polarizing reactions to

the term. Share the word iPod with students and quite likely it will capture most of their

attention and they will be eager to learn more. How can one device have such an impact on the

lives of students today? The iPod was introduced in 2001 when an Apple newcomer, Tony

Fadell, created the first generation of the iPod (Bellis, 2009). His original idea was to make an

MP3 player, build a music service to go along with it, and build his own company. Tony worked

for PortalPlayer when he dreamed up the idea and approached several companies to bring his

idea to fruition. After being turned away numerous times, Apple hired him in early 2001 and

assigned him a team of 30 people to design what was later called the first iPod.

The Apple iPod has transformed into more than just a device for playing music, it has

become a tool that many find themselves unable to live without. All walks of life tend to be

attracted to the device regardless if they would view themselves as tech savvy or a novice at

using such devices. With today’s iPod one can listen to teacher podcasts, locate the closest

Starbucks, order movie tickets, play the latest game, or watch a favorite TV episode. Even those

educators that find technology intimidating seem to be willing to try using an iPod. Some may

find the iPod as just a nuance or fad but more and more schools are embracing this technology

due to its potential academic impact on student learning.

Technology consumes most students’ daily lives and must be used in positive ways to

engage and empower them to be lifelong learners and productive citizens. They are “digital

natives” who do not see technology as something extra (Owens, 2009, p. 12). One example of

technology that may revolutionize the way our students can learn and provide a means of

differentiated instruction is the iPod. By no means will the educator ever be replaced by


technology, but devices like this may be a key to unlocking a student’s mind and provide an

excellent opportunity to make learning relevant and more personal. By supporting student

learning in areas that are of real concern or particular interest to them, personalized learning adds

to its relevance, inspiring higher levels of motivation and achievement (U.S. Department of

Education, 2010). Too often we see students consumed by electronic devices away from school,

but rarely do they have a chance to learn with technology in school.

This is a substantial problem that needs to be addressed in order for students to be better

prepared when they enter the job force. Schools can provide a nurturing environment for which

students learn technologies and better prepare them for the future. In this particular action

research project, we will examine how iPods impact the ESL middle school classroom. Is it just

a fad or simply used to motivate students? Will it have lasting effects on how students perform

academically? How can this tool be utilized for the best results? Though this study is brief in

nature it will provide a glimpse into the digital minds of students of today.

Review of the Literature

• Why would educators want to use a device like an iPod in the classroom?

• How can an iPod help students meet the requirements of No Child Left Behind?

• Will an iPod help with differentiated instruction?

• What can students produce with an iPod to demonstrate their learning?

• What people, products, and processes must be implemented for a successful initiative?

Importance of iPods

iPods are becoming more and more beneficial as features are enhanced and teachers find

more educational uses in the classroom. There are several reasons why an educator would want


to use an iPod in the classroom. Some of the reasons include meeting the demands of No Child

Left Behind (Bakia, 2009), leveraging the power of differentiated instruction, permitting students

to multitask in a nurturing environment, letting students publish for authentic audiences, and

providing on-demand personal learning (Bransford, 2006). The classroom of today is sometimes

not the best representation of the real world. Therefore we must address this area of concern.

Educators must strive to provide opportunities for students to excel and have practical

experiences in the classroom that will safely empower them to learn. Taking advantage of a tool,

such and an iPod, could potential make a significant impact in today’s ever-changing classroom.

The demands of the No Child Left Behind Act of 2001 (NCLB), specifically Title II, Part

D: Enhancing Education Through Technology (Bakia, 2009) requires that educators assist every

student in crossing the “digital divide” or inequality of access to information technology by

ensuring that every student is technology literate by the time the student finishes the eighth grade

regardless of the student’s race, ethnicity, gender, family income, geographic location, or

disability. An iPod can be used to help meet this need by providing students a wide variety of

experiences regardless of the subject area taught, grade level, or learning ability. Educators

have an obligation to facilitate learning in this context.

Differentiated instruction is one of the main components to student learning across the

curriculum. The rising number of diverse student populations requires a growing number of

assorted choices for learning. Though direct instruction may have its time and place,

differentiated instruction can help meet the demands of students who work at different times and

in distinctive ways. A tool such as an iPod can help manage the variety of tasks that are

demanded from our students.


If one visited the homes of many students you might find that they have become masters

of multitasking. They do their homework while watching TV, listening to the radio, and talking

to their friends on the phone. It may seem like a circus to many adults but a closer examination

would find that students could actually excel in this environment. Though not all techniques

students use are valuable to their learning, as educators we must rethink how we sometimes

present materials in a distinct one size fits all manner. It is important that we teach students how

to properly multitask so they are not distracted by so many tasks that they do not do well on any

of them. An iPod might be a good tool to handle this matter by allowing students to complete

tasks such as watching a video while taking notes on a project, listening to directions while

putting together a diorama, or recording a video while completing a science experiment.

Another issue is providing students an opportunity to produce products for authentic

audiences. Many times in classrooms students work diligently preparing but do not have the

chance to demonstrate or share their work. Imagine a football team who has practiced twice a

day for a few months discovering that they will not be able to participate at the football games.

All the difficult work and preparation would have been in vain. It is vital that we give them a

chance to share what they have learned and then encourage them to reflect on their learning.

They should have avenues to share and collaborate with other students, parents, and the general

public. It is important for students to learn that a process is imperative to their success and

preparation is the key. However, we must also provide them an opportunity to enjoy the

satisfaction of completing a task and celebrating it with others.

Another valid reason to use an iPod in the classroom and home is to deal with on-demand

personal learning. This instrument can be used to look up information immediately when

needed; those students who need repetition can simply replay an audio, video, or presentation, as


they need. Students no longer have to wait on their teachers. They can take charge of their own

learning. Materials can be readily available for them on these devices and played over and over

if needed. When students can take true ownership of their learning good results can occur.

Infrastructure

An essential component of the 21st century learning model is a comprehensive

infrastructure for learning that provides every student, educator, and level of our education

system with the resources they need when and where they are needed. A number of issues must

be addressed when it comes to the infrastructure for implementing iPod use in the classroom.

Some of those issues include people, processes, and technologies (U.S. Department of

Education, 2010). The National Educational Technology Plan for 2010 suggests that an

infrastructure for learning unleashes new ways of capturing and sharing knowledge based on

multimedia that integrate text, still and moving images, audio, and applications that run on a

variety of devices. The iPod can address all of these challenges.

People are vital in building the proper infrastructure to make the use of an iPod

meaningful (Owens, 2009). Proper training must be conducted in order for teachers and students

to use the equipment effectively and efficiently. A support team of technicians, instructional

support and mentors must be in place to keep everything working smoothly. If teachers are not

properly trained in the use of the device and knowledgeable of the distinct ways they can be used

for their curriculum, the iPod will be useless and unproductive. In fact, they could become a

distraction that both teacher and student would be better without. Creating suitable processes

must be built into the infrastructure so using the devices can be seamless. If the procedure of

checking out devices to students and maintaining good operations is not handled correctly, the


technology will be burdensome and get in the way of valuable teaching. Teachers and students

must know what is expected of them and work out a procedure of when and where the devices

should be used in instruction. It is challenging to keep iPods charged and synced so all end users

get the appropriate information. Making a clear plan for preparing digital information is critical

to smooth operations.

Technologies need to be in place in order to keep devices up and running properly.

Depending on the specific devices students are using, a syncing station may be necessary along

with a specific computer for holding content. It would also be necessary for certain iPods to

have wireless connections in the room where the student is learning. A report from Enhancing

Education Through Technology (EETT) in 2006 states that over 63% of classrooms in the United

States have high-speed Internet access (U.S. Department of Education, 2010). There were no

statistically significant differences between high-poverty and low-poverty schools. Security

would need to be addressed along with procedures for using the device away from school.

Equipping Educators

Educators are divided on the effectiveness of using iPods in the classroom which may

present one of the largest obstacles. Though many teachers like the idea, many are not ready to

embrace this technology out of fear or lack of knowledge. While some may be willing to jump

right in and use the devices, others fear they will not have enough training and support or find no

true educational value in using the devices. In an average classroom not much has changed.

Unfortunately in many cases technology sits in the corner gathering dust. Why does this

happen? Bill Gates had the answer: Technology is just a tool, but the teacher is the vital link

(Owens, 2009). The main issues to explore in this area are quality of technology-related


professional development, meeting technology standards for teachers, and the integration of

technology into the core curriculum.

According to the National Educational Technology Trends Study (NETTS) in 2007

(Bakia, 2009), more than two-thirds of districts reported technology-related professional

development. However, most of that training included grading and enhancing learning in math

and reading. Nothing was reported specifically about iPod use. According to Bakia (2009)

teachers in high-poverty schools were consistently more likely than those in low-poverty schools

to express a need for additional technology-related professional development during the 2006-

2007 school year. The biggest gap in needs between teachers in high-poverty schools and those

in low-poverty schools were in the use of technology to meet the needs of English language

learners. Forty two percent of teachers in high-poverty schools expressed a need for professional

development in this area, compared with twenty eight percent of teachers in low-poverty schools.

The best quality staff development for technology includes directly relating it to the

content taught by the teacher, providing meaningful engagement with colleagues and students,

delivering it in different levels and in multiple sessions, and providing follow-up lessons (Bakia,

2009). In 2006, only 27 states had minimum technology competency standards for teachers.

Only 11 states had reported if their teachers met those standards and they range from 8 percent to

100 percent. Many teachers were not aware that there were standards for technology

applications. In Texas, only beginning teachers are tested and required to meet certain

technology standards though many districts expect all of their teachers to meet these state

standards for technology. The standards in Texas are directly related to the same standards that

all 8th grade students in Texas are required to meet.


The ultimate goal is that teachers are proficient users of technology and facilitate students

becoming proficient users of technology who can eventually use those skills in the workplace

regardless of their professions. Though the integration of technology in the classroom is vital,

most states do not clearly define effective integration of technology. Almost all teachers these

days have a computer or various other technologies for professional practices; however, there is

still a struggle to get student use where it needs to be. Only 6 states reported conducting

statewide assessments of student technology. Across the country, 59 percent of districts reported

assessing eighth-grades’ technology proficiency in 2005-2006 (Bakia, 2009). These findings

prove that changes need to be made in order to ensure integration and accountability.

Reaching Students

The use of an iPod in a classroom must be for the sake of the students and not simply a

gimmick or a ploy to attract them. Reaching students through this tool must be meaningful to the

learning process. It must also provide students with a unique way of learning that meets their

individual and collective needs. There are many factors to consider when implementing the use

of the iPod in the classroom to meet the needs of students. Some of them include styles of

learning, needs of average students, special education students, and ESL students.

Using an iPod in the classroom can help address the needs of all students specific to their

learning styles. It can help an auditory learner by allowing them to listen to podcasts and music

files to go along with any assignments. Visual learners would benefit from photos, slideshows,

and videos. Finally, it can help kinesthetic learners by providing various tools like the Nike

pedometer or directions for a particular physical activity.


The average student is often overlooked in classrooms today because there tends to be

such a concentration on special populations. Many times it seems that is where the time, energy

and money are focused. It is important that educators find a balance to address each and every

student in the classroom and that each student feels they are important and needed in our society.

A great opportunity is missed when we do not value what the average student brings to the

classroom. If used properly these students can be wonderful assets in the classroom. Other

students can gain great insight and learning from the average student.

There are certainly special education students in our classrooms that have exceptional

needs to be met as well. Through the use of a device like an iPod, teachers can address many of

those needs. One particular task that would be especially useful is having a recording of the

directions on a test or any other assignment for that matter. This aid would take the burden off

the teacher and give the students more power over their learning experience. Special education

students would feel empowered and potentially more confident when they have an aid such as

this readily available to them to complete various tasks.

iPods are being used to reach ESL students across the nation. This disruptive technology

provides students with the ability to learn about familiar tasks by replaying audio and video

recordings as well as recording themselves to build fluency (Goodwin-Jones, 2005). Students

can simply use an iPod as an aide to their learning or a central device to what they do when they

first enter American schools. In Texas schools, this has helped fill a need when a student comes

from Mexico with very little or no English speaking skills. In other states, iPods are being used

for a wide variety of other language learners.


The purpose for this action research is to assess if the use of an iPod can make a

significant impact in the 6-8 ESL classroom and help address the growing academic needs of

students who are learning English as a second language. Could an iPod adequately meet the

demands of the students by providing opportunities of differentiated instruction? Were students

able to take more control of their learning using these devices? What people, processes, and

technologies were utilized for this to make a difference in academic achievement? How did the

teachers and students effectively use these tools? A brief examination of these factors will tell

the story.

Research Project

Participants and Process

The participants in this action research project included a group of approximately 106

ESL students from a middle school in Tyler, Texas. The school has approximately 620 students

including 53% African Americans and 45% Hispanics. Over 83% of the students are considered

economically disadvantaged. There were 51 sixth graders, 32 seventh graders, and 23 eighth

graders involved. Three full-time ESL teachers were involved in the research who collectively

teach all of these students. Each teacher provides about 220 minutes of instruction to each of

these students on a modified block schedule each week. They also support other content area

teachers in supporting ESL students in their classes. An interest survey was conducted to all

ESL students on campus concerning the use of an iPod and informal observations of each

teacher’s classes were completed. A questionnaire was also administered to all ESL students

after one month of instruction with the use of the iPod in the classroom. Students used the iPods

only in their ESL classrooms and not in their regular core content areas.


Research Findings

An online survey was generated to determine the interest and possible uses of an iPod in

the classroom and at home. The three ESL teachers facilitated completing these surveys online

with students during their regular classroom periods. Students were asked 10 questions

concerning their previous knowledge of iPods and how they might want to use the iPods in the

future during school and at home.

Only 86 of the 106 students

completed the online survey successfully.

Fifty percent of the students surveyed own

or use some type of mp3 player on a daily

basis dispelling the common myth that is

often associated with this generation of

“digital natives” that grow up on the

technology and just naturally know how

to use it. Certainly most students in classrooms today have more technology available to them

but that does not necessarily mean they are using it or using it appropriately.

When asked how they use the

iPod, most use it for its main purpose,

which is listening to music. However, a

good percentage also uses it for

watching videos and playing games.

During informal visits to the classroom

Yes 50%

No 36%

Borrow 14%

Do you own an iPod or any other mp3 player?

At least once a day

49%

At least once a week 15%

At least once a month 2%

Never 34%

How o6en do you use an iPod?


students were found enjoying their iPods while they produced videos for procedures in class,

teacher interviews, and experimenting with them during lessons. Though most students would

spend their time listening to music on the iPod in their leisure time they did state they would like

to watch videos of lessons their teachers were doing in class to help them with homework.

Many of the students who

owned an iPod felt they could teach

others how to use it. When asked if

they would be interested in using

iPods in school, an overwhelming

86% said they were interested. About

72% responded that they were very

interested. When considering that

only 50% own an iPod this is possibly

32

22 20

18

8

0

5

10

15

20

25

30

35

Listen to music Watch videos that go with a lesson

Play games to learn

Complete homework acHviHes

Other acHviHes

How would you want to use and iPod at school?

Math 48%

Science 14%

Social Studies 3%

Reading / Language

Arts 22%

Other 13%

What subject area would you like to use the iPod in the most?


a significant motivating factor to consider. Students would like to use the iPod in a variety of

ways in school as shown in the chart. There is a good mixture of interests and potential avenues

to teach students through this medium.

The study found that only 15% of the parents know how to use an iPod according to their

children. Any school to home project could benefit students and parents interacting with one

another to learn together. When asked if students would prefer homework be done on an iPod or

paper almost all of them responded that they would prefer it be done with an iPod. About 76%

of students also responded that they would prefer that every lesson use an iPod for schoolwork.

Students responded that they would like to use an iPod in math over any other subject area in

school.

79

9 7 8

0

10

20

30

40

50

60

70

80

90

Every lesson once per day once per week only for homework

How o6en would you like to use an iPod in school for school work?


After students used the iPods on and off for one month, a questionnaire was given to

collect data on how they felt their learning had changed since using the iPods. Classroom

observations were conducted at each grade level and with each teacher. Only 78 of the 106

students responded to the questionnaire. Most of the students had completed 1-5 assignments

using the iPod at school. About 58% of students had used their iPod to watch video lessons,

which included downloaded videos from the Internet, Powerpoint presentations, and Smartboard

lessons that the ESL teachers produced. Visits with the teachers revealed they were doing some

of these things prior to the research and simply added the step of recording their presentations

and syncing them to the iPod.

Students were not formally asked to teach others about the use of the iPod but naturally

helped classmates. During informal conversations some of the students revealed that they had

begun sharing what they had learned with their parents. This was a new phenomenon for most of

the students according to the teachers.

Listen to music 25%

Watch videos of lessons 58%

played educaHonal games 12%

completed homework

5%

How have you used your iPod for schoolwork?


Due to the lack of parents being willing to sign a consent form for their child to bring the

iPods home, many of the students could not use the iPods for homework. Therefore no data was

collected concerning the use of the iPod at home for these students but simply that students

communicated to parents what they did during school hours. Hopefully this will lead to more

parents being willing to sign the consent form in the near future.

Out of those that could use their iPod for homework purposes, most only used it for one

to five lessons. Various obstacles prevented even those students that had permission to complete

homework assignments. The logistics of getting data saved on the iPod, scheduling the pickup

of the iPods at the end of the day, and lack of experience were just some of the obstacles they

faced. The teachers came to the conclusion that it may serve students best to check out the

devices for the class period only until more parents were willing to sign the consent form and

engage in the learning with their child.

Conclusions

This research has shown there is a strong motivating factor behind using an iPod for

instruction in the ESL classroom at this particular school. It is quite likely this would also be

true of other classrooms. The vast majority of students would be interested in its use especially in

the math classroom. Though this study was not conducted over a long period of time and with a

large group of students, it is probably representative of most students and is the perspective of

many educators. The obstacles and the lack of knowledge and training on an educator’s part

may be the underlying force that prevents the use of this medium. According to the demands of

No Child Left Behind and the Educational Technology Trends Study (Bakia, 2009), educators

should leverage the power of differentiated instruction, permit students to multitask, publish for


authentic audiences, and experience on-demand personal learning. Using a tool such as iPod can

certainly address those particular needs if proper preparations are taken. The NETTS study

reported that two-thirds of districts conducted technology-related professional development.

However, most of that training included grading and enhancing learning in math and reading.

Nothing was reported specifically about iPod use. If we are to adequately prepare our teachers

for working with “digital natives” we must also provide staff development that is integrated.

Since the study conducted here showed that most students wanted to use and iPod in math, what

better excuse to provide staff development in math in the context of an iPod or other device that

would help address the specific needs of today’s students. Further research with these students

using the iPod in the math classroom would be an excellent way to see if a student’s interest in

an area affects the academic outcomes.

Though this research was brief, there is evidence that the iPod did adequately meet the

demands of the students by providing opportunities of differentiated instruction. Students had an

opportunity to produce and view items in a variety of lessons meeting the same subject area

standards. They were able to take more control of their learning using these devices. The

teachers were coaches and facilitators of learning that set procedures in place to distribute the

devices in an orderly fashion and the devices became more than just a fad but an integrated part

of the classroom.

Though difficult to truly assess, students did feel they had better academic success and

teachers reported they thought students had more interest in doing the work and had a higher

completion rate. A lengthier study would be necessary to find more conclusive data to support

academic achievement on benchmark and state tests. A comparison of similar student groups

using and not using an iPod for a series of lessons to include a pretest and posttest would be ideal


but challenging to complete for this particular study due to the time constraints. Overall, this

research shows that teachers and students found the use of an iPod in the ESL classroom to be

beneficial and making a difference in academic achievement. Though the iPod is not the answer

to all challenges we face in classrooms today, it has the potential of being an excellent tool to

meet the growing needs of students. This research has hopefully presented some adequate

arguments and can be used to motivate educators to consider using this in the future.

Implications for the Profession

Students are spending more and more time using technical devices outside of classroom

walls each and every day. Some are learning inappropriate uses of the devices while others are

using them to a great extent to do astonishing activities. Educators must meet the needs of these

“digital natives” and make their classrooms relevant and provide real-world experiences for

students. They need lessons in the context of their regular lives outside of school as much as

possible.

Many teachers may be resistant and feel they should not cater to those needs; however,

our students deserve to be prepared to thrive in the world for which they will live out their

futures. As educators we should take advantage of all the resources we have including technical

devices like iPods to reach students and empower them to be successful and productive citizens.

A shift in thinking and action must take place that integrates the use of technology just as much,

if not more, in our classrooms as we see in our daily lives outside of school. If this change does

not take place, we will continue to see our students unprepared for jobs that exist today or

tomorrow.


References

Apple Computer, Inc. (2009). Why podcasting matters. Retrieved from

http://www.apple.com/education/solutions/podcasting/

Bakia, M. M. (2009). Evaluation of the enhancing education through technology program: Final

report. U.S. Department of Education, Office of Planning, Evaluation and Policy

Development. SRI International.

Bellis, M. (n.d.). History of the iPod. Retrieved from About.com: Inventors:

http://inventors.about.com/od/istartinventions/a/iPod.htm

Blaisdell, M. (2006). In pod we trust. THE Journal , 33 (8), pp. 30-36.

Bransford, J. B. (2006). Foundations and opportunities for an interdisciplinary science of

learning. (K. Sawyer, Ed.) Cambridge handbook of the learning sciences , 19-34.

Chavez, S. (2007, November 5). Grand Prairie schools welcome iPods in classrooms. Dallas

Morning News .

Dessoff, A. (2005). iPods OK in class. District Administrator , 41 (12), 10.

Ducate, L. L. (2009). Podcasting: An effective tool for honing language students' pronunciation?

Language Learning and Technology , 13 (3), 66-86.

Green, R. L. (2009). Practicing the art of leadership: A problem-based approach to implementing

the ISLLC standards. Boston: Pearson.

Jeffers, G. (2009, November 25). Kay Bailey Hutchison unveils plan for Texas public education.

Dallas Morning News .


Owens, G. (2009). Teachers are the vital link to technology in the classroom. Fort Worth

Business Press , 25 (46), p. 12.

U.S. Department of Education. (2010). Transforming American Education: Learning Powered by

Technology. U.S. Department of Education, Office of Educational Technology.


Appendix

Dear Parent(s) of ESL Student,

Your child has an exciting opportunity to participate in a special program called the iCan Project during the 2010-2011 school year. This project is for all English as a Second Language students in 6th-8th grade. Students will be able to use an Apple iPod during their ESL classes and use them for a variety of reasons including listening to stories, watching video lessons from their teachers and recording themselves read. Though students should gain skills in many areas during this project, the main purpose of the project is to build fluency in reading and speaking the English language.

In order to make sure this project is a success, your students will be asked to complete various lessons using the iPod, completing one questionnaire, one survey, and two tests. Classroom observations will be conducted with each teacher by the Instructional Technology Specialists to note student interactions, interests, and overall progress throughout the project.

Your cooperation and support of the iCan Project is greatly appreciated.

Sincerely,

JP Hale

Instructional Technology Specialist


iPod Interest Survey

Please answer these questions as best you can so we can prepare for using iPods in the classroom.

1. Do you own an iPod or any other mp3 player? a. Yes b. No c. No, but I borrow one often

2. How often do you use your iPod or mp3 player? a. At least once a day b. At least once a week c. At least once a month d. Never

3. How do you use your iPod or mp3? Select all that apply. a. Listen to music b. Watch videos c. Play games d. For other activities

4. Could you teach others how to use the features on your iPod or mp3 player? a. Yes b. No

5. How interested would you be in using and iPod at school during part of your classes? a. Very interested b. Somewhat interested c. Neutral d. Not interested

6. How would you want to use an iPod in your classes? Select all that apply. a. Listen to music b. Watch videos that go with a class lesson c. Play games to learn d. Complete activities for homework e. Other: __________________________

7. Do your parents know how to use an iPod or mp3 player? a. Yes b. No c. Maybe d. I don’t know

8. Would you prefer your homework be given through the use of an iPod or on a sheet of paper? a. On iPod b. Sheet of paper

9. How often would you like to use an iPod in school for school work? a. Every lesson b. Once per day c. Once per week d. Only for homework

10. What subject area would you like to use the iPod in the most? a. Math b. Science c. Social Studies d. Reading / Language Arts e. Other: ___________________


iPod Progress Survey

Please answer these questions as best you can so we can see how the iPod project is going.

1. About how many activities for school have you completed using the iPod? a. None b. 1-5 activities c. 5-10 activities d. 10 or more activities

2. How have you use your iPod for schoolwork? Circle all that apply.

a. Listened to music b. Watched videos of lessons c. Played educational games d. Completed homework assignments e. Recorded videos or sound clips for a lesson

3. Have you taught others how to use most of the features on your iPod?

a. Yes b. No

4. Do you think you do better work using the iPod?

a. Yes b. No c. Maybe

5. Have you used your iPod for a homework assignment? If so, how often?

a. Yes - How often? _______________ b. No

6. What activity have you completed using the iPod that you liked the most?

7. List 3 ways using an iPod has helped you do better in school?

8. What do you not like about using the iPod?

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