Learning and Leading

iPod Implementation in the Elementary Grades

Before I implemented iPods in the first grade classrooms at Green Valley Elementary in Houston, Texas, USA, I had no idea where to begin and a million questions. How would we get the iPods ready for classroom use? How would the teacher introduce them to the students? What would the teacher use them for? Would they make a difference in instruction? Would they be used frequently? Would they be stolen? As a technology instructional specialist, I searched the internet in vain for blogs and articles that would answer these questions. When I couldn’t find any relevant advice, I dove into this adventure solo and learned so much along the way. Now I’d like to help other educators by sharing what I learned.

Work the kinks out before implementation. Once I got the iPods in August, I assumed I would be ready to integrate them immediately when school started in September. I failed to consider some logistics, however, that delayed implementation. For example, I didn’t know how to purchase an i Tunes card with school money. I ended up buying the card myself and donating it to the school. Now our district has a purchase-order system and bulk pricing for apps. In hindsight, I realized this is a detail I should have worked out in the summer.

Involve teachers in app selection. When I was looking for apps to put on the iPods, I attended training sessions and played with different options. But I did not involve my teachers in this process. Because of this, many teachers did not know the purpose of the apps installed or what function they could serve in instruction. These days,

By Stephanie Hinshaw Hatten

I load the devices with basic apps and schedule planning meetings with the teachers where they discuss what apps they would like to try and which ones did not work for them. To facilitate even more collaboration, I am planning to create a discussion board where teachers can post app ideas.

Encourage reluctant teachers. When I began this journey, I chose to implement only with teachers who wanted the iPod touches. One teacher who said she wasn’t ready did not participate. Now she regrets not being involved. It was a mistake to not implement the devices across the board. Instead of shutting these classes out because the teacher is not ready, the better solution is to bring the iPod touches into the classroom and teach the students yourself. Chances are, the teacher will eventually become more comfortable with them and want to keep a set in the classroom.

Set up iPod stations. We didn’t have the means to have one device per child, so we created iPod centers in the classrooms where students could work independently with the devices, allowing teachers to help students who were working on other things.

I gave each teacher three iPods, three headphones (not earbuds for sanitary reasons), one charger, and one screen-cleaning cloth in a plastic tub. Having one container to store all the accessories was what kept us from losing more parts than we did. Three units was just the right number, as teachers could keep them charged and were not overwhelmed with too many pieces of equipment to take care of. I also gave the teachers signs for the iPod center, and I created bookmarks with directions explaining how to use them.

Teach the basics. For the first couple of weeks, I kept the iPods together as a set and went to each classroom to teach the students how to handle them. We practiced taking the iPods out and putting them away. I gave students time to get used to the devices before they had assignments. One class was so focused on learning the iPod touches that two hours went by in a flash, and we were nearly late for lunch. Next time around, I plan to add a couple more training days to teach the students how to use the microphone and cover more advanced features.

Take it slow. In the first go-around, we did not let the students use the internet or the devices’ recording capabilities. You should consider each app or function of an iPod touch a separate technology. It’s important to train teachers and students and establish best practices. Often we think we need to use new technologies every lesson to be successful. But successful integration is about quality, not quantity. Next year, we will introduce the recording function and allow students to record themselves reading and play it back to check for fluency.

Don’t use technology as a reward. Every child should have this opportunity. Period. Instead of letting only the ones who behave use the iPods, give the devices to all students, including those who cannot sit still, and see how they become motivated to learn. These are learning tools, and we should not be punishing students by withholding learning.