Content Area Applications

Ill

Journal of Special Education Technology

JOURNAL OF SPECIAL EDUCATION TECHNOLOGY

Content Area Applications

Associate Editors'Column

Windy Schweder, University of South Carolina-Aiken Cheryl A. Wissick, University of South Carolina-Columbia Supporting Universally Designed Instruction Through the Use of iPod Touch Technology Guest Columnists: LailaJ. Richman, W.Allen Richman, and David P Fuller

Figure 1 Student using the iPod to review multiplication facts.

As the fourth grade students enter their classroom, they hang up their backpacks, move quickly to the iPod station, and take their assigned iPod Touch and iLog back to their seats. Sally is determined to beat her last score on math tables. Jeffrey reviews the science podcast on gravity to prepare for the quiz they will have later today. When the bell rings, students reluctantly put down their iPods and get ready for Ms. Macintosh to begin math class. Ms. Macintosh: Who can remind me what tve learned last week? Response: Fractions. Ms. Macintosh: Good, John. Can anyone remind me what kinds of fractions we learned about? Response: Mixed fractions and improper fractions— the ones with bigger numbers on top. After a little more review, Ms. Macintosh proceeds with the lesson: Great. You all remembered a lot about fractions. Today, we are going to spend time learning about how to add these types of fractions together. Ms. Macintosh then directs students to look at the board, where she has outlined the sequence of instruction that will take place during the next 40 minutes. She reads the instructions aloud to make sure each student understands:

1. Go to Videos and watch the podcast about adding fractions. You may take notes and write any questions you have in your math journal.

2. After finishing the podcast,fiipto the last page on your iPod. 3. Click on Fraction Math. 4. Work until you have completed 15 problems correctly and then record your data in your math journal and go to the next game. Remember to write any problems you miss in your math journal, too. 5. Click on Kids % Fun.

JSET 2011 Volume 26, Number 1

57

Ill

Journal of Special Education Technology

6. Work until you have completed 20 problems correctly and then record your data in your math journal. 7.

Once you have finished, you can practice any math game until class is over. Be sure to complete your iLog with information ahout the games you play.

Any questions? Great, I will he walking around and working with small groups. Just raise your help card if you need my assistance and I will he there as soon as I can. Let's get started. Students begin working on their iPods. Some students move through the podcast quickly and are eager to try their newly learned skills. James decides to watch the podcast one more time to make sure he understands how to find the common denominator. Ms. Macintosh notices three students who are struggling, so she pulls them together. She uses concrete manipulatives to help them work through the problems they have missed. Before they realize it, math class is over and it is time to go to music class. The students leave their iPods at their desks, looking forward to playing the Roller Coaster game later as part of their science unit on gravity. The i Pod Touch

This scenario is just one example of how the Apple iPod Touch can be integrated seamlessly into K-12 classrooms to support the learning of each student. The fluid interface of the iPod Touch makes it a viable tool for providing learners access to the general education curriculum and allows for the integration of universal supports. Because of the flexibility of the unit, the teacher is truly in control of the instruction and can provide as much or as little support as needed. In addition, the teacher can extend learning for students who may master the content quickly and implement universally designed instruction with multiple means of engagement, representation, and expression. Several studies have looked at the effectiveness of using mobile technologies such as the iPod in various academic settings. Evans (2008) investigated the effectiveness of mobile learning in the form of podcasting for teaching undergraduate students in the higher education setting. He noted that students believed podcasts were more efficient than their own notes in helping them to learn. In addition, students indicated that they were more receptive to the learning material from a podcast than from a traditional lecture or textbook (Evans, 2008).

58

Figure 2 Fraction math on the iPod.

II

Exercise Toücb the eorrcct fraction;

W

2 4 I 4

6 10

t

In another study, Johnson (2005) found that students view technology as a tool to help solve academic problems. Johnson also found that students tend to be more visually literate than verbally literate, want fast communication responses, and tend to tune out when content is not interesting. They prefer inductive discovery; they want to learn by doing (Johnson, 2005). Dale and Pymm (2009) studied the use of the iPod as a learning tool to promote diverse approaches to teaching and learning. They described the flexibility in learning that the mobile technology can provide, allowing learning to happen where the student chooses. They found that the use of the iPod transcends traditional instructional methods to enhance student outcomes. Students involved in the study found the personalized nature of the iPod experience rewarding because it allowed them to share their final products with friends and family. Allowing Students to Access Learning at their Own Pace Asynchronous learning is a term typically used for online instruction, while the term self-paced instruction/ learning is used for in-class learning at a student-determined rate. Technology such as the iPod Touch demonstrates how these are actually synonymous terms,

JSET 2011

Volume 26, Number 1

Ill

Journal of Special Education Technology

because whether in the classroom or at home, the student is able to progress through material at his or her own pace, review material when needed, and complete self-assessments of learning. The iPod is a primary medium for gaining information, allowing the teacher to act as a facilitator, offering support to students who need more assistance and providing additional challenges to students who learn quickly. While the research on asynchronous learning has been focused primarily on the college level and on professional development, the evidence suggests that students in general show greater enjoyment of classes and equal amounts of learning (Schimming, 2008). Asynchronous learning offers students an opportunity to go back and review the instructional materials, which has been shown to increase understanding (Cascaval, Fogler, Abrams, &c Durham, 2008). Finally, students may experience less anxiety and develop greater confidence when they are able to progress at their own pace (Ironsmith, Marva, Harju, & Eppler, 2003). Given that students are developing individually and learning at different rates, it is clear why asynchronous learning has proven to be an effective method of maintaining student motivation and increasing understanding (Van Eck, 2006). Podcasting, the delivery of digital audio and/or video files, is one asynchronous learning medium. Podcasting involves downloading an audio or video file onto a digital media player such as the iPod Touch. Students can then watch or listen to the broadcast when, where, and as often as they choose. A growing number of educators are using podcasts to deliver educational content to supplement lessons and to engage student learning. Digital video is a powerful element of podcasting. Digital video is an effective and appropriate instructional tool for engaging today's learners. Because students are exposed to various video technologies daily, they are eager to learn through the sensory experiences that video technologies offer. Video technology can communicate information in more interesting ways. It can help learners understand content and it can be effective for enhancing retention (Choi & Johnson, 2005). Video technology also allows for flexibility in when and where the learning takes place. In a few simple steps, educators can create podcasts with content that is unique and relevant: First, select the

JSET 2011 Volume 26, Number 1

topic, keeping in mind the audience and purpose of the podcast. Second, write a draft of the narrative or script of the information to be presented. Third, record the podcast. This recording can be audio only or it can include video as well. Fourth, make the podcast available to the intended audience. Interactive Games to Support Student Learning With more than a thousand educational applications available via the iTunes Apps store, and a large percentage of these applications being educational games, the iPod provides a wealth of gaming opportunities. Whether or not to use gaming in the classroom is still a topic of debate. However, the type of games a student plays may make the difference in the type of information he or she is likely to learn (Rice, 2007), and the promise of gaming continues to build as more evidence suggests that carefully designed games can directly impact and mediate brain function. In 2001, Farrace-Di Zinno et al. demonstrated that boys diagnosed with ADHD were just as engaged as their typical peers while playing a video game, even when distracters were present. More recently, Posner and colleagues provided a direct indication that some video games may be guiding brain development by showing that, "training attention is specific and some exercises can make a difference" (Barack, 2005, p. 20). Through engaging specific game-like exercises, students demonstrated improved executive attention and intelligence (Rueda, Rothbard, McCandliss, Saccomanno, & Posner, 2005). The evidence supporting the use of games also is clear in the classroom. McDonald and Hannafin (2003) found that Web-based games not only increased student motivation, but they also prompted more discussion among peers and with teachers, which they believe led to deeper understanding of the materials and in turn produced higher achievement scores. For this reason it may be important for students to not only access the games through the iPod, but also that they be encouraged to discuss their progress and discoveries with their peers. The iPod Touch also has the capability to allow two users to engage in peer-to-peer, collaborative gaming via a Bluetooth connection. As the evidence shows, gaming not only improves motivation but the data also suggest that video games with particular characteristics may actually mediate disabilities and promote positive brain development.

59

III

Journal of Special Education Technology

The iPod Touch as Assistive Technology

The Individuals with Disabilities Education Act (IDEA) of 2004 reiterates the importance of providing students with disabilities access to the general education curriculum in ways that ate meaningful and that maximize their learning opportunities. Many students with special needs have been able to engage in the curriculum with their peers successfully through use of assistive technology (AT). The iPod Touch goes beyond the basic definition of AT because, while it offers very specific support to each student based on his or her individual needs, it also can be used by all students as a way to enhance learning in the classroom. Zascavage and Winterman (2009) propose that the use of AT within the framework of Universal Design for Learning offers students multiple ways to demonstrate their learning, supplements learning through building prior knowledge and providing organizational structures for learning, diversifies the ways in which students receive information, and encourages students to utilize built-in supports as needed. The iPod Touch is an inexpensive and versatile AT device that can accomplish this and help students with and without disabilities to be more successful in the classroom. The aforementioned research and examples demonstrate that the iPod provides multiple mechanisms for impacting learning. With the iPod, many students with disabilities will have the ability to access information on their own time and at their own rate as well as to review materials taught previously. As a result, students are more likely to remain positive about the subject rather than feeling lost and behind or bored and unchallenged.

Evans, C. (2008). The effectiveness of m-learning in the form of podcast revision lectures in higher education. Computers & Education, 50, 491-498. Farrace-Di Zinno, A. M., Douglas, G., Houghton, S., Lawrence, V., West, J., & Whiting, K. (2001). Body movements of boys with attention deficit hyperactivity disorder (ADHD) during computer video game play. British Journal ofEducational Technology, 32, 607-618. Individuals with Disabilities Act of 2004. 20 U. S. C. § 1400 et seq. Ironsmith, M., Marva, J., Harju, B., & Eppler, M. (2003). Motivation and performance in college students enrolled in self-paced versus lecture-format remedial mathematics courses. Journal of Instructional Psychology, 30, 276-284. Johnson, D. (2005). A vision for the net generation media center. Learning and Leading with Technology, 33(1), I'i-IG. McDonald, K. K., & Hannafin, D. R. (2003). Using web-based computer games to meet the demands of today's high stakes testing: A mixed method inquiry. Journal of Research on Technology in Education, 35, 459-472. Rice, J. W. (2007). Assessing higher order thinking in video games. Journal of Technology and Teacher Education, 15(\), 87-100. Rueda, M. R., Rothbart, M. K., McCandliss, B. D., Saccomanno, L., & Posner, M. I. (2005). Training, maturation, and genetic influences on the development of executive attention. Proceedings for the National Academy ofSciences, 102, 14,931-14,936. Schimming, L. M. (2008). Measuring medical student preference: A comparison of classroom versus online instruction for teaching VuhMtà. Journal ofMedical Library Associates, 96(3), 217-222. Van Eck, R. (2006). The effect of contextual pedagogical advisement and competition on middle-school students' attitude toward mathematics and mathematics instruction using a computer-based simulation %zmt. Journal ofComputers in Mathematics and Science Teaching, 25, 165-195. Zascavage, V., & Winterman, K. G. (2009). What middle school educators should know about assistive technology and Universal Design for Learning. Middle SchoolJournal, 40(4), 46-52.

Author Notes

References Barack, L. (2005). Computer games may foster learning. School Library Journal, 51, 20. Cascaval, R. C , Fogler, K. A., Abrams, G. D., & Durham, R. L. (2008). Evaluating the benefits of providing archived online lectures to in-class math students. Journal of Asynchronous Learning Networks, 12(3-4), 61-70. Choi, H. J., & Johnson, S. D. (2005). The effect of context-based video instruction on learning and motivation in online courses. The American Journal ofDistance Education, 19, 215-227. Dale, C , & Pymm, J. M. (2009). Podagogy: The iPod as a learning technology. Active Learning in Higher Education, 10, 84-96.

60

Laila J. Richman is an assistant professor in the Special Education Program, School of Education, College of Notre Dame of Maryland. W. Allen Richman is the academic affairs assessment coordinator at Prince George's (Maryland) Community College. David P. Fuller is an associate professor in the School of Education, Macon (Georgia) State College. Address correspondence concerning this column to Laila J. Richman, 4701 North Charles Street, College of Notre Dame of Maryland, Baltimore, MD 21210. Email to lrichman@ndm. edu If you have a content area topic that you would like to see covered or if you are interested in being a guest writer, please send your comments to Windy Schweder, University of South CarolinaAiken, Aiken, SC 29801. Email to [email protected]

JSET 2011 Volume 26, Number 1

Copyright of Journal of Special Education Technology is the property of Technology & Media Division of the Council for Exceptional Children (TAM) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use.