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head: LITERACY & TECHNOLOGY IPOD CENTERS

Workshop Analysis: Using iPod Technology to Create Engaging Literacy Centers Lindsey Blaine University of Alaska Southeast

LITERACY & TECHNOLOGY IPOD CENTERS Using iPods to Create Engaging Literacy Centers Introduction This workshop was designed to provide new, interesting uses of iPods to create more

engaging literacy centers for students. An accompanying website was created to facilitate the workshop and provide examples of the benefits of integrating technology with literacy instruction in the classroom. The overall goal is to help teachers improve their student's reading fluency, engagement and attitudes about reading and writing. Workshop Rationale The integration of technology allows us to create projects that increase attention, require metacognitive skills, and allow for differentiation. Technology can allow students to receive instruction that is individualized to their level of understanding. It allows students to progress at their own rate and pace (Stevens, 2010). Throughout this workshop, several opportunities for differentiation are presented, allowing the teacher to accommodate many learning styles and levels. Technology plays a key role in student creation as well as teacher assessment. To create a community of master readers, five steps were developed and presented in the workshop: 1. Educate the teachers and introduce them to new ideas and technology 2. Use strategies to make reading fun, engaging students in activities they enjoy 3. Utilize technology to reach the digital age 4. Differentiate to meet individuals needs by using many educational modals 5. Use progressive means of ongoing assessment Design and Implementation

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The preparation for this workshop took an interesting twist as the date was moved up and the audience was adjusted. To prepare I made the topic more specific, from looking at iPods in the classroom to using them specifically for literacy centers. A big goal of mine is to increase engagement. Student interest rises when the teacher is enthusiastic. As the students get excited, teachers get excited, too. Success becomes contagious for everyone involved (Chen, 2010). I wanted teachers to leave my workshop feeling empowered about using iPods in their classrooms and excited about new applications for the devices. To demonstrate the power of a handheld device, I created a website for the workshop. Rather than have paper handouts, the teachers now held the information backbone in their hands at all times and had the perfect platform to share ideas and refer back to in the future. Each page of the website corresponded to a section in my talk. There was a short pre-assessment as well as a workshop evaluation. One of the best pages was the share page where notes from the workshop attendees were added during our brainstorming and discussion times. This site gave the teachers a lot of buy in and it was hands on: the attendees where doing the researching, learning, and sharing. It was rare that I would talk for more than five minutes at a time. The website became a strategy, was a fantastic visual aid, and is a living handout. This year the school received an iPod touch for each student. For many teachers the concept was exciting, others scary, and for a few probably neutral. I found that many of the teachers had taken workshops or researched online about fun ways to use the devices and were implementing their use in the classroom. I was able to recommend a few new ways and teachers shared some ideas with each other. In this way, the workshop was very successful. This ended up being a small part of the workshop, however, rather than the main purpose. There were several teachers who didnt use literacy centers so they were interested in

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learning more about those. Since my background is more science, I was able to give suggestions about integrating literacy-based centers into all subjects and using the iPods to facilitate this. The underlying plan became expression of knowledge. How could the students demonstrate new knowledge using literacy and technology? The podcast literacy station became a big motivation for discussion and sharing, as did the utilization of Skype. New ideas and the sharing of teachers in their groups of successes really raised the excitement level. New teachers left with ideas for literacy centers and experienced teachers left with ideas of new technology. The majority of feedback demonstrated that teachers left with a stronger understanding of the many apps available to them and ideas for literacy centers. There was a lot of encouragement gained from seeing a simple website that was created within a short amount of time. Specific feedback comments can be viewed in appendix F. Reflection Creating a community of master readers is a phrase that is quite intimidating to me. I find my idea of mastery to be much more detailed and difficult than what I imagine is the real intent of the term in this situation. I think that my content will directly change how things are taught and the enthusiasm and excitement of trying new things will transfer to the students. Their excitement will create interest and engagement and reading and writing will become fun. No longer will reading and writing be a requirement, but rather they will become a means for selfexpression. Student choice in literacy centers, the use of technology that speaks to this generation, and purposeful assignments will certainly lead to students who enjoy readers because they grasp the power it holds. I think this workshop has a lot of useful information. The interaction and focus on those attending versus the focus on the speaker is a good format. If I were to deliver the workshop

LITERACY & TECHNOLOGY IPOD CENTERS again I think I would adjust my needs assessment. It wasnt that my needs assessment didnt

work, it just didnt make the teachers think. I need them to really share what interests them and what they already know so they can walk away from the workshop feeling like theyve grown. While I do believe that they each walked away with new information or at the very least, inspiration, I had to adjust my presentation midstream to keep them learning and engaged. This school has several new teachers. Three brand new teachers were hired this year and they were all first time teachers. The rest of the staff are teachers who are on year two or three. There are very few teachers, two in fact, that have been teaching for more than 6 years. This is the principals second year and he is also fairly new at the profession. When asked what it takes to make a community of master readers, the key is community. This school is lacking a community of teachers. They dont know each other. There isnt much mentorship going on. Teambuilding would be an excellent start toward creating a community. Sharing resources would unite the teachers under the ideal that no matter the subject, reading plays an integral part in learning. I also think these teachers need to listen to their students more. Students teach us a lot. After a teacher gets into a classroom I imagine with time their focus on learning from the student becomes teaching the student. It would be interesting to have the teachers all switch classrooms for a day. See what they learn, observe and feel from another environment and different students. The bottom line is that the time is now to start a team of teachers that will share resources to become a community of master readers. The first step is teambuilding, the second step is resource sharing, the third step is furthered education and practice of ideas, and the fourth step is reflection and self-evaluation. I hope that this workshop and website will open up the idea of sharing resources, ideas and skills. My goal is that after leaving the workshop, the teachers feel a sense of empowerment

LITERACY & TECHNOLOGY IPOD CENTERS to step away from the worksheets and show their students how reading can benefit them personally. The excitement that comes from being transferred from your desk to a far off place you may never see otherwise. Conclusion The feedback from the teachers and parents that attended this workshop were very supportive and positive. All of the teachers learned about new apps that they could use with students. The majority of teachers feel more likely that theyd use the iPods, those who didnt were already regularly using them with students. The main highlights were the creative use of

materials and demonstration of creating a website. The use of iPods during the workshop made things more hands on and educational. I think that many of the teachers will implement a large portion of what was discussed. One of the highlights to me was the collaboration of ideas that were shared among participants. I feel successful that I provided a strong introduction to the framework of creating a master reading community.

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References Chen, Milton. (2010). iPod, iListen, iRead. Retrieved from: www.whiteboardblog.co.uk/2012/04/an-introductory-guide-to-ipads-for-teachers/ Gregory, Gayle H. & Kuzmich, Lin. (2004). Differentiated literacy strategies for student growth and achievement in grades K-6. Corwin Press. Jackson, Lorrie. (2011). Tech Sites. Education World. Retrieved from: www.educationworld.com/a_tech/sites/sites070.shtml Stevens, Angela. (2010). 3 Benefits of educational technology in the classroom. Reading Horizons. Retrieved from: www.readinghorizons.com/blog/post/2010/06/07/3-Benefitsof-Technology-based-Education.aspx

LITERACY & TECHNOLOGY IPOD CENTERS Appendix A Detailed Outline 1:00pm Topic Introduction Why Im here Technology and Literacy: iPod integration Workshop website for information/handouts/sharing Questions?

1:05pm What lesson level are you? Poll through ipods (home page) On individual ipods, teachers will pull up the workshop website and complete the one question poll on the home page. Level 1 : Standard lesson with no technology integration Level 2 - Technology used to present information Level 3 - Introduction of Web 2.0 Tools - Work being published to the Web Level 4 - Students beginning to collaborate with others locally Level 5 - Lesson/Project has gone global

1:10pm Review poll on computer Share results. Where are we as a group? Good example of pre-assessment technique.

1:15pm Presentation Key benefits of handheld devices o It enables teachers to promote collaborative, independent, and differentiated learning, adapting to the needs of each learner. o As a professional development tool, it expands opportunities teachers have to strengthen their understanding of the subjects they teach and widen the repertoire

LITERACY & TECHNOLOGY IPOD CENTERS of the instructional strategies they use. Personalized learning/differentiation o Independent learning o Collaboration o Self-expression o Communication o Media Literacy o Differentiation iRead o Reading fluency and ipod use Student assessment o Ongoing o E-portfolio o Self reflection and self assessment Professional development o Ever evoloving teaching 1:30pm Reflection Activity 1: How can the iPod bring technology into your classroom? Share on website blog

1:45pm Sample Literacy Centers Listening Mobile recorders Podcasting Ebooks

LITERACY & TECHNOLOGY IPOD CENTERS 2:00pm Finding and reviewing apps Recommended apps Good resources

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2:10pm Reflection Activity 2: Find 3 apps that would be useful in your classroom. Share with your small group. Each group collaborate on 5 to share with whole group. 2:30pm break 2:35pm Reflection Activity 3: Creating your center: how will you use iPods in your classroom? Small group then whole group share. 2:55pm Reflection Activity 4: Technology at home: what you want parents to know 3:00pm Evaluation: on website

LITERACY & TECHNOLOGY IPOD CENTERS Appendix B Workshop Website The workshop revolved around a central website instead of paper handouts. Pre and post

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assessments were on the website, a blog provided immediate sharing of ideas between attendees, and the active website allows teachers to revisit ideas once back in their own classrooms.

The website can be viewed at www.teachipod.weebly.com

Homepage Sample

LITERACY & TECHNOLOGY IPOD CENTERS Benefits of iPods hand out sample

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LITERACY & TECHNOLOGY IPOD CENTERS Appendix C

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Needs Assessment 1. Do you currently have a smart phone or other device (iPod, iPad, etc.) that allows the use of applications, better known as apps? 2. If yes, about how many apps do you have on your phone? 3. Please put a check mark next to the type of app that you commonly use (more than 3x a week): Game Music Business Drawing Social Networking Calendar Notes GPS Digital Books Shopping (Amazon, eBay, etc.) 4. Do you believe that the use of apps can contribute to learning inside a classroom? 5. Do you believe that the use of apps can build upon learning while students are outside the classroom? 6. Have you ever used apps for classroom learning? 7. If you have used an app for education, what is your favorite?

LITERACY & TECHNOLOGY IPOD CENTERS Appendix D Pre-Assessment (found on website teachipod.weebly.com) What description best fits the majority of your lessons?
o o

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I use standard lesson plans that have little to no technology integrated I use technology regularly to present information to my students (smart board, PowerPoint, etc)

o o o

I am introducing my students to publishing their work on the web My students are beginning ot collaborate with others locally through technology My lessons or projects have gone global my students interact with others around the world, frequently publish info. online, etc.

LITERACY & TECHNOLOGY IPOD CENTERS Appendix E Post-Assessment Evaluation Questions (found on website teachipod.weebly.com): 1. What grade level do you teach? 2. Please describe how comfortable you are using technology. 3. Did you learn about any new apps that you look forward to trying? 4. After attending this workshop do you feel you are more likely to use iPods in your classroom? 5. Please share a few of your workshop highlights, any recommendations or questions.

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LITERACY & TECHNOLOGY IPOD CENTERS Appendix F Post-Assessment Participant Responses: Question 1. There were representatives grades Pre-K 8 and parents Question 2. 60% responded comfortable, 25% responded fairly comfortable and 15% responded more after the workshop Question 3. 100% responded yes Question 4. 70% responded yes. 30% responded same.

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Question 5. Please share a few of your workshop highlights, any recommendations or questions. This really encouraged me to build my own class website I learned a lot about literacy centers and uses in all grades. It was neat to see the website working and seemed fast to create. Lindsay did a great job facilitating this workshop. She made us work and encouraged me to start using these ipods more! I loved working with my fellow teachers and sharing ideas. Im already pushing for a better school website! I had no idea there were so many apps out there for ipods, especially in writing. The biggest highlight was walking away with not only ipod app suggestions but also literacy unit suggestions, literacy center ideas and website building tools. Website, center suggestions, blogging back and forth Using our individual devices like the students in our own classrooms very specific learning It was fun! The humor helped me feel more relaxed and not so behind in technology I learned a lot in the workshop but even more from sharing ideas from the other teachers As a parent I was excited to see some of the things my kids might get to do