Across the world, technology is part of the social and academic
lives of our students. In particular, iPods are one of the most popular
forms of technology. Wikipedia, an excellent online source for
information, notes that Apple has sold more than 119 million of these
portable media players as of October 2007 (http://
en.wikipedia.org/wiki/IPod). With iPods, students can listen to, or view
through an online video, a podcast. In a recent article in the Journal
of Adolescent and Adult Literacy, Trier (2007) explains that podcasting
is a shifting of time, since one can listen to material presented at any
time of the day, at one's own convenience. The recent expansion of
podcasting to video format is often described as "vodcasting,"
"vidcasting," or "vlogging" (The Economist, 2006, p.
16). This column will highlight how teachers of English language
learners (ELLs) can use iPods to enhance academic language acquisition.
Despite the ongoing popularity of iPods, schools throughout the
world have considered banning the technology. For example, as early as
2005, a private school in Sydney, Australia, banned iPods in classrooms,
as administrators claimed that iPods lead to social isolation
(www.smh.com.au/articles/2005/03/21/1111253959952. html). The New York
Times recently described a school in New Jersey where a ban on iPods
resulted in as many as three iPods each week being confiscated by the
school (www.nytimes.com/2007/10/09/ education/09ipod.html?_r=2&adx
nnl=1&oref=slogin&adxnnlx=11975 69127-zrTKrPjTATKZDoYeEP7DfQ).
Similarly, Fox News reported in 2007 that many schools ban iPods to
prevent cheating (www.foxnews. com/story/0,2933,268903,00.html), while
describing the challenges faced at a school in Idaho.
In contrast to schools that ban technology use, Duke University
began a project to find ways to use iPods to enhance learning and
instruction; in fact, they provided free iPods to all students in their
2004 freshman class (Belanger, 2005). Duke University found numerous
benefits of iPod use, such as greater convenience for storing digital
content, access to digital recordings of interviews or discussions, and
greater student engagement and interest in class discussions and
projects. In foreign language classes at Duke, students used iPods to
respond to verbal quizzes, record audio journals, listen to poems and
songs, and receive recorded oral feedback from their teacher (Belanger,
2005; Chinnery, 2006).
In elementary and middle schools, iPods can be used as a tool for
language acquisition. Although iPod use with ELLs is a fairly new
teaching tool, some research is now available supporting the idea that
iPods can improve English vocabulary, comprehension, and writing skills.
For example, Craig and Paraiso (2007) conducted four action research
studies that focused on ELLs' iPod use to improve writing, reading,
and listening skills. These researchers studied two middle schools and
two elementary schools in rural and urban locations. Their findings
indicate that writing skills and vocabulary development improved in
three of their studies, and an additional study found a significant
increase in comprehension skills. Similarly, Thorne and Payne (2005)
report that podcasts allow for a seamless integration of in-class and
out-of-class activities. Students can listen to a content lecture, and
continue to hear it when they listen to the podcast. For newly arriving
ELLs to the United States, the repeated re-enforcing of new vocabulary
on a podcast--which provides a description of the vocabulary and
pictures--helps promote listening skills and vocabulary development.
Likewise, Goodwin-Jones (2005) notes that podcasts encourage students to
listen on the go. Podcasts are available at any time, so students can
listen to a podcast at their convenience. Besides the many benefits and
convenience of listening to podcasts, podcasts also provide the
opportunity for students to publish, or record, their writing in a
technological format.
How are iPods being used in the public schools to help ELLs acquire
English? To answer this question, I contacted an innovative school
district in the Dallas area, Carrollton-Farmers Branch Independent
School District. In 2005, Carrollton-Farmers Branch began distributing
iPods to five of its schools, and the Dallas Morning News reported that
teachers in this school district now have more than 4,000 iPods
(www.dallasnews. com/sharedcontent/dws/dn/education/stories/DN-gpipods_05met. ART.State.Edition1.41d76f5.html), which includes 80 percent of all
elementary campuses. A specific iPod initiative focuses on teaching
students learning English as a second language. For that reason, I
interviewed and observed a 6th-grade ESL newcomers teacher at Long
Middle School in Carrollton-Farmers Branch.
Kari Enge uses iPods throughout the ESL curriculum. Students in her
class have been in the United States for less than a year, and come from
eight different countries. As I entered Mrs. Enge's classroom, I
thought I must be in the wrong classroom--that I had mistakenly entered
the school's computer lab. Students were independently working on
laptop computers, and there were several desktop computers located at
tables against a back wall. Located at the front of the classroom were a
PowerPoint projector and document camera, which were in use as the
teacher demonstrated how to find clip art for the development of
student-created podcasts.
As I observed Mrs. Enge's class, I saw that the students were
actively engaged the entire class period as they worked independently,
or with a partner, to create an enhanced (video) podcast. Students began
this project by writing their story about coming to the United States.
Then, they transferred their story to a paper story board, which is
similar to PowerPoint frames. Using a story board helps students decide
which parts of a story should include graphics. After the students save
their PowerPoints as jpeg pictures, they import those pictures into the
PhotoStory software program. Then, they add narration and music to
create a video podcast. Mrs. Enge's school district provides
helpful information on their website, describing the many ways to create
audio and enhanced (video) podcasts (http://cfbstaff.cfbisd.
edu/beyond4walls/).
For the past couple of years, Mrs. Enge integrated iPods into
classroom instruction, and for individualized homework assignments. She
designs several podcasts for the students to listen to for homework at
the beginning of the school year. She has a classroom set of iPods that
students check out each week--and parents must agree to replace the iPod
if one is lost while it is checked out. Mrs. Enge explained that all but
one of her current parents agreed to make such a replacement. Her
podcasts are located on the school website (http://cfbpodcast.cfbisd.
edu/weblog/engek/) and they are organized according to the following
type of entries: Assessments, Dictation and Listening, Heinle Picture
Dictionary, High Points, and Keys to Learning. Many of the podcasts were
created by Mrs. Enge; however, the school district also purchased the
rights to use video streaming podcasts, such as those created by United
Streaming (http://streaming.discoveryeducation.com/index.cfm). With the
podcasts she created and the United Streaming videos, Mrs. Enge provides
ongoing comprehensible input to students who are learning English; the
pictures and videos help students make meaning of their new language and
reinforce new vocabulary.
Podcasting is popular throughout the content areas at Long Middle
School. The school district encourages the integration of technology by
supporting teacher grants to fund such technology, and provides the
training time necessary for teachers to become knowledgeable about how
to use the technology in their classrooms. Long Middle School has a
helpful information page on how to get started with podcasting
(http://cfbstaff.cfbisd.edu / long/podcasting/podcastinginfo. htm). At
Long Middle School, podcasting is most noticeable in language arts and
science classrooms, as teachers find innovative ways to engage students
and motivate them to learn difficult content. Mrs. Enge explains the
benefits of having her students write and record their own podcasts this
way: "I see my kids writing more, and they are more engaged. They
go back and ask me about other podcasts. It is a memory maker and shows
student growth." Besides the many benefits of using iPods, and
podcasts, in the classroom, teachers must first consider the following
recommendations if they are interested in such technology integration.
Recommendations on Using iPods in Elementary/Middle School
Classrooms:
1. First, you must have a buy-in from your school district.
Teachers need the time to learn the new technology--and they also need
time to plan how to integrate it within their existing curriculum--if
they are to enhance learning. Carrollton-Farmers Branch ISD provides
extensive training for teachers, and hires substitute teachers so that
teachers can take time away from the classroom to plan how to use the
technology.
2. Second, teachers must consider their students' technology
background. Mrs. Enge spends time at the beginning of the school year
teaching some basic computer skills, when necessary. Teachers must
continually model and demonstrate how to use an iPod. This is especially
important for ELLs.
3. Third, investigate how other teachers use iPods in their
classroom--and start out small. Gradually add more technology as you,
and your students, become comfortable with the technology.
By making learning relevant to students' out-of-school
lives--in which technology plays a major role--students will be more
interested in learning new content. Students can learn English from
iPods that provide them with listening and vocabulary practice after
school: new words and phrases can be learned at the students'
convenience. Likewise, allowing students to create audio and video
podcasts as part of the publishing stage of the writing process gives
students ownership in the learning process, and is a way to engage and
motivate students to write. Most importantly, being able to use many
different forms of technology provides students with the technological
skills needed to succeed in college and in the workforce. For many of
us, staying up-to-date with the newest technology can be a
challenge--and hard work. Seeing students, such as those in Mrs.
Enge's class, who are completely engaged and motivated to read,
write, and publish their writing through a podcast is
re-invigorating--and well worth the effort.
Websites About Podcasting
* Learning in Hand (http:// learninginhand.com/podcasting/)
provides links to podcasting in education, and excellent directions on
how to create your own podcasts. The site also highlights exemplary
podcasts, such as Grammar Girl: Quick and Dirty Tips for Better Writing
(http://grammar.quickanddirtytips.com/default.aspx).
* Education Podcast Network (http://epnweb.org/) is an excellent
site that organizes podcasts by specific content areas. Individual
schools and classrooms also create and post podcasts on this website. It
is an opportunity for students to write for publication, and practice
podcasting.
* Just One More Book (www.justonemorebook.com/) features podcast
book reviews of children's literature. A large number of authors,
and children's books, are listed. Podcasts highlight reader reviews
of books. The podcasts are well produced, and the reviews are
comprehensive.
References
A survey of new media: Among the audience. (2006, April 22). The
Economist, pp. 3-30.
Belanger, Y. (2005, June). Duke University iPod first year
experience final evaluation report. Retrieved December 20, 2007, from
http:// cit.duke.edu/pdf/ipod_inititative_0405.pdf
Chinnery, G. M. (2006). Emerging technologies: Going to the MALL:
Mobile assisted language learning. Language Learning & Technology,
10(1), 9-16.
Craig, D., & Paraiso, J. (2007). e-Literacy and literacy: Using
iPods in the ESL classroom. In C. Crawford et al. (Eds.), Proceedings of
Society for Information Technology and Teacher Education International
Conference 2007 (pp. 1834-1841). Chesapeake, VA: Association for the
Advancement of Computing in Education.
Goodwin-Jones, R. (2005). Emerging technologies: Skype and
podcasting: Disruptive technologies for language learning. Language
Learning and Technology, 9(3), 9-12.
Thorne, S., & Payne, J. (2005). Evolutionary trajectories,
Internet-mediated expression, and language education. CALICO, 22(3),
371-397.
Trier, J. (2007). "Cool" engagements with YouTube: Part
I. Journal of Adolescent & Adult Literacy, 50(5), 408-412.
Jan Lacina, Texas Christian University