Educational Implications of the iPod Touch

Qualitative Research Study Mary Edwards: Department of Education Ball State University meedwards@bsugmail.net Katherine Hodge: Department of Education Ball State University kehodge@bsu.edu Ace Howard: Department of English Ball State University aahoward@bsu.edu Katie Priddy: Department of Political Science Ball State University kmpriddy@bsu.edu 15 December 2011

table of contents
3. Abstract, key words 4. Executive Summary 5. Introduction 6. Literature Review 7. Methods 8. Research Findings 11. Discussion 12. Conclusion 13. Works Cited

abstract
The iPod Touch is essentially a portable entertainment device allowing consumers to broaden their use of the music player to include the Internet, gaming applications, and a wide variety of mobile resource tools. The purpose of this study is to examine c ollege students relationship with the iPod Touch and discover how the technology is being used in the academic environment. Recognizing the iPod Touch as a mobile learning device could enhance vertical and horizontal learning both within the classroom and in personal use. Considering the creation of opportunity via electronic media in the hands of college students, understanding how and for what purpose students communicate is imperative. Conversely, innovative technology comes with downsides in education, such as restricted use, weary instructors and limited knowledge of the technology, which equates to students not using it in class.

key words
iPod Touch, Apple Products, Mobile Learning, Electronic Media, Academics, Collegiate Level, Entertainment, Distraction, Music, Communication, Social Networking, Internet, Information gathering, Games, Applications (apps)

executive summary
The iPod Touch is a portable media device that is a part of the iPod family a series of portable media devices produced by Apple Inc. The iPod was first produced as a music storage device. In October 2001, the first generation iPod now known as the iPod Cl assic was advertised with the slogan 1,000 songs in your pocket. However, as digital technology improved, the capabilities of these devices expanded. In October 2005, new models were developed that would allow video playback. iTunes expanded their market to sell music videos, movies, and TV shows to allow consumers to fully experience their iPod.

Then in September 2007, Apple released the iPod Touch, the focus of this study. Unlike the models before it, this iPod features a multi-touch display or touch-screen that allows users to interact with the iPod by touching the screen. In addition, this iPod also introduced a Wi-Fi connection to Apples iTunes Store as well as the App Store a year later. The App Store offers many applications for gaming, managing health and fitness, organizing business work, and the focus of this study: supplementing education. This study shows how users interact with their iPod Touch in an academic setting. The researchers Edwards, Hodge, Howard, and Priddy will compile information from anonymous surveys as well as observations of three collegiate test subjects who use their iPod Touch while they worked on their academics. Despite numerous apps for education offered in the Apple App Store, this study will show how the iPod Touch is not being used directly for academic work, but rather as a means for motivation (e.g. listening to music). We found that the majority of consumers use their iPod Touch for entertainment (e.g. games, music) and communication (e.g. social networking apps, email). Many users are unaware or uninterested of the educational apps offered in the App Store.

introduction
Back in 1999, Cynthia Selfe discussed the implications of digital technology (e.g. computers) on literacy. Selfe defined this phenomenon as technological literacy, which refers to: a complex set of socially and culturally situated values, practices, and skills involved in operating linguistically within the context of electronic environments, including reading, writing, and communicating. (p. 11) If computers had a profound effect on literacy back in the late 90s and early 2000s, would personal digital media devices such as the iPod present a similar effect? The proposed study begins with a desire to better understand student uses of the iPod Touch, and more importantly, participant activities and behaviors when using the iPod Touch as part of their academic work. Referring to Clay Spinuzzis article (2006) What Do We Need to Teach About Knowledge Work?, this project uses a systematic qualitative case study methodology that explores the shift from vertical to horizontal learning in educational organizations. Spinuzzi argues that self-directed learning is vital in organizational changes. In this case study those changes include ...opport unistically adapting technologies for ones own use and purposes (Sumner 1997), and discarding them when they no longer fit. The project relies on increasing importance of horizontal expertise in an organizational structure. According to Spinuzzi (2006), Vertical learning in universities has trad itionally focused on teaching a learning expertise vertically, in terms of stages a person passes as he or she becomes more expert in a specific domain. Horizontal learning is becoming more important in organiz ational structures and knowledge workers. Spinuzzi argues that people must be able to operate in and move between multiple parallel activity contexts. The role of the iPod Touch in a students hands is to create opportunities for self-directed horizontal learning in any environment. While this device could be used to change the educational environment, the researchers will investigate if this is the general opinion held by student iPod users. There has been research conducted on the usability of the iPad, but there is significantly less data investigating productive use of the iPod Touch. The researchers will explore the use of the iPod Touch in rich detail, seeking concrete, empirically grounded assignments of subjects using this product for academics.

From A Play Date with the iPad (Milks and Bloxham), Steven, age 27 says, I looked at the iPad as more of a media device, thats itentertainment, fun. Researchers in this study will investigate if iPod Touch users share a similar attitude towards their iPod. The literature on the subject of the iPod or the iPod Touch is similar to a great deal of the research that we found in our own project. Using an iPod in an academic setting is a fairly new idea; research on it has only been conducted within the last ten years following the invention of the iPod. While the iPod Touch is mainly used for entertainment, we focused our research on how students can incorporate the use of their iPod Touch in an academic setting.

literature review
In most of the literature on this topic, we found that mobile learning is new to the area of academia, but it can also be used efficiently. However, some literature supported that the iPod Touch can be educational in nature because it functions as a more affordable option to a laptop computer and has most of the same features. These features are that it can take notes, has an audio and video player, and with Internet access research can be conducted using it (Pasnik, 2). In addition, According to Hloden, Rural students in Arkansas riding three hours to school in the Sheridan school district are given iPods to study science on school buses that are equipped for wireless Internet access ( Mobile Learning, Anytime Anywhere). While these are important ways for the iPod Touch to be used in education, some literature found that most college students do not use it for those exact purposes. According to the Online Education Database, students use the iPod Touch for areas of academia like language translations, google searches, podcasts, research, and Sparknotes. Because the device can obtain this information quickly and is portable, students feel more comfortable taking it to class and using it to assist their learning environments. This was an aspect of our research that agreed with the literature. In addition, the introduction of the e-reader through obtaining text books on the iPod Touch has allowed students to incorporate their iPod Touch in a learning environment. This also deals directly with the idea that the iPod Touch is easier to use in a learning environment because it is smaller and more portable than a laptop or than a large textbook (Weiss). In addition to students using their iPod Touch for the purpose of academics, some Universities are doing the best they can to inspire students to use their iPods in learning environments. At Duke University, iPod Touch devices were given to all incoming freshmen. Following their lead, Drexel University offered free iPods to the students who were planning to enroll in the education program. In this initiative, the promotion of the iPod Touch in education was used to inspire students to become more involved in what the iPod Touch has to offer academically. This includes podcasts, which were the main goal of what the University officials were aiming for having students use more frequently in their specific majors (Brock). While most of the literature found on this topic is still being formed, the use of the iPod Touch in academics is considered a tool that people in the education field have high hopes for.

methods
This project strictly studies the use of the iPod Touch in an academic setting. There are certain domain constraints that will shape subsequent analysis of data. The researchers were interested in certain broad categories of how the research subject will be using his or her iPod Touch in a naturalistic environment of an informal study time. Data collection, therefore, consisted of three different sources: initial survey results, observational notes, and stimulated recall interview responses (audio recordings). The researchers began their data collection by sending out anonymous surveys to all of their peers. The surveys were generated on Google Docs spreadsheets and emailed to our class rosters on Gradebook. It was from these surveys that we received volunteers to become a subject of observation. Observations took place between one researcher and one participant during the selected participants informal studying sessions. These observation sessions were supplemented by interviews and the collection and analysis of the audio artifacts. Stimulated recall interviews were conducted after observing participants use of the iPod Touch during the informal study session. After data collection, observational notes, surveys, audio recordings of the individual interviews were transcribed. Additional codes and units of analysis characterizing unique practices of the academic use of the iPod Touch may emerge from fieldwork and interviews, and may be inductively derived from the total data collected (following the grounded theory approach of Glaser and Strauss, 1967). This process of coding, supplemented by analytic memo writing, is employed in order to generate themes and core categories from the empirical data collected during fieldwork, leading toward empirically derived assessments of academic use of the iPod Touch.

research findings
For a variety of reasons, the academic use of an iPod Touch is becoming increasingly apparent at universities. While ease of transport (Weiss), Internet search capabilities (Pasnik, 2), and availability of educational resources (Brock) encourage academic use of this product, surveys and interviews conducted at a Midwestern university revealed that less than 60% of students use their iPod Touch for academic purposes and this technology is still primarily viewed as an entertainment device. From an electronic survey sent to 200 students, 35 students responded. This sample included a variety of majors including: nursing, pre-veterinarian, science, health information technology, psychology, environmental resource management, telecommunications, computer science, technology education, media arts, literature education, elementary education, English studies, creative writing, foreign language, business, public relations, architecture, history, and social work. Three respondents were dual majors. Dual major one has a sculpture and an elementary education major. Dual major two has a computer science and foreign language major. Dual major three has a science and media arts major. Assuming their answers to this survey are consistent with both majors, each of their majors was sorted into the eight coding categories resulting in a total of 38 responses. With the exception of architecture, computer science, and elementary education, each major had one respondent. The number of respondents from each major is as follows:

Major Architecture Business Computer Science Creative Writing Elementary Education English Studies Environmental Resource Management Finance and Accounting Health Information Technology History Literature Education

Respondents 3 1 2 1 14 1 1 1 1 1 1

Major Mandarin/Japanese Media Arts Nursing Pre Veterinary Medicine Psychology Public Relations Science Sculpture Social Work Technology Education Tele-communications

Respondents 1 1 1 1 1 1 1 1 1 1 1

These twenty majors were divided into eight categories: 1. science 2. technology 3. education 4. language 5. business 6. design 7. history 8. social work. The following lists show how the majors were sorted into the eight categories*: Science nursing pre-veterinary medicine science health information technology psychology and environmental resource management Technical telecommunications computer science technical education media arts Education literature education elementary education Language English studies creative writing Mandarin/Japanese as a second language Social Work social work history History Design architecture business public relations

Business

* History and Social Work were given their own category because each only received one respondent.

From this survey, we found that nineteen of thirty five, or 54%, of respondents use their iPod Touch for academic purposes. Although these results are mixed, there are clear trends of usage within major categories. A larger percentage of language, science, and technology majors used their iPod Touch while working on academics than education, business, design, history, or social work majors. From the total sample, the primary use for the iPod Touch is recreational music. However, this is n ot a direct indicator that students are not interested in expanding the use of their iPod Touch into academics. Only 26% of students are aware of applications that increase the usability of the iPod Touch in academics. 68% of students were not aware or only somewhat aware of the academic applications for the iPod Touch. Only 6% of students were not interested in expanding the usability of their iPod Touch.

In addition to online surveys, three volunteers were observed using their iPod Touch and interviewed. These three volunteers will be documented as I.B., J.C., and L.P. The results of these interviews align with information from the surveys. J.C. used his iPod Touch exclusively for music. However, there were similar use patterns between L.P. and I.B. Each subject used his or her iPod Touch for social networking, entertainment, and checking email but their primary use for this product is still music.

Responses from interviews these interviews revealed significant information about their interactions with the iPod Touch. I.B. said, If I just want to goof around on the Internet or check my email Ill use my iPod Touch. This sentiment was also reflected in L.P.s interview when she stated she most frequently

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uses applications such as Pinterest or Facebook while listening to music but only when she does not have her computer. These statements indicate that, although the iPod Touch has practical academic applications, it is still viewed as and primarily used for entertainment. All three of these subjects are aware of Apples academic applications for the iPod Touch but did not frequently use them. I.B. has an iBook on his iPod Touch but, after a significant amount of time, has not read it. Overall use trends in iPod Touch use primarily rest in entertainment. General trends are based on the subjects area of study.

discussion
While our survey received responses from a variety of majors and interview information aligned with survey responses, this wasnt a diverse population sample; there were a disproportionate amount of respondents within a major. From these results we cannot accurately conclude how frequently students at a Midwestern university use their iPod Touch for academics. 68% of students we surveyed are unaware of the academic resources provided by Apple to enhance academic use of the iPod Touch. Few students are currently using the iPod Touch for academics and the majority of students are unaware of the available academic resources. Whether or not Apple will benefit from further investing advertisement or development in academic applications is inconclusive. Including survey respondents and interview subjects, this study had a total of 38 participants. Within this small sample, 39% of subjects were education majors. Main observable trends within our findings were related to the subjects major. In a study with trends closely related to an area of study, a large amount of participants from one major skews the results. In addition, most of the included majors had only one respondent. Only three majors had more than one respondent within an area of study. This further distorts our results because one person cannot accurately response all members of a major. Although this survey had a small population sample, there were clear trends after majors had been sorted into categories for coding. The majority of students in a science, language, or technology major used their iPod Touch for academic purposes. Zero percent of subjects in business and design majors used their iPod Touch for academic purposes. It is unclear what specific programs students are using for academic purposes but programs specific to science, language, and technology majors may be more accessible or applicable than business or design majors. Interview subjects stated that they would more likely use a computer than an iPod Touch for academic purposes. The individuals who responded to this survey may have different levels of access to a computer. In addition, the type of information required for design and business majors may be more accessible on a computer than an iPod Touch. If this study was repeated and received more evenly distributed and a larger number of respondents, results would be more accurate.

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conclusion
From our literature review, research, and findings, we conclude that the iPod Touch is not currently an effective academic aid for the typical Midwestern college student. Although the device is more than capable to gather and organize information, there are other more qualified devices that could do so, such as a laptop or tablet computer. There is also a recognized bias in the data, since the subject pool was relatively small and heavily concentrated on one major. According to Apple, the [iPod Touch] has fun written all over it. Apple markets the iPod Touch as an entertainment device. Its no surprise that c onsumers purchase the iPod Touch for its high entertainment value rather than for its academic or professional capabilities. The future, however, does not seal the iPod Touchs fate to one category; there are many opportunities ahead for innovative technology in the academic world.

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works cited
Bloxham , M., & Milks , J. (2010). A play date with the ipad: Real people experience the ipad . Center for Media and Design, Brisco, Shonda. Alex, iPods, and my wildest dreams. Young Adult Library Services 4.3 (2006): 15-17. Academic Search Premier . Web. 27 Nov. 2011. Chan, A., Crampton, A., & Ragusa, A. (2009). ipods aren't just for tunes: exploring podcasting as a sociocultural technology facilitating student experiences of higher education in rural australia. Educational Technology and Computin, 12(5), 678-690. Cohen, P. Big iPod on campus. Macworld 21.10 (2004): 61. Academic Search Premier . Web. 27 Nov. 2011. Dumas, D. (2010, September 10). Multitasking 4th-gen ipod touch is finger swiping good. Retrieved from http://www.wired.com/reviews/2010/09/ipod_touch_2010/ Dunham, G. (2011, April 05). The Future at Hand: Mobile Devices and Apps in Clinical Practice.The ASHA Leader. Hlodan Oksana Mobile Learning, Anytime Anywhere BioScience Vol. 60, No. 9 (October 2010), p. 682 Published by: University of California Press on behalf of the American Institute of Biological Sciences. Pasnik, Shelly. iPod in Education: The Potential for Teaching and Learning. One in a series of iPod in Education white papers. 2007. Pattern, K.B., & Craig, D. (2007). iPods and english-language learners: A great combination. Teacher Librarian, 34(5), 40-44 Read, Brock. "Seriously, Ipods Are Educational." Chronicle Of Higher Education 51.28 (2005): A30-A32. Academic Search Premier. Web. 27 Nov. 2011. Rosenberg, D. (2009). Platos iPod. Independent School, 68(2), 92-95. Selfe, Cynthia L. Technology and Literacy in the Twenty-first Century: the Importance of Paying Attention. Carbondale, IL: Southern Illinois UP, 1999. Print. Weiss, T. R. (2009, August 12). College textbooks hit iphone, ipod touch. Retrieved from http://www.pcworld.com/article/170075/college_textbooks_hit_iphone_ipod_touch.html 100 Ways To Use Your iPod to Learn and Study Better Online Education Database http://oedb.org/library/features/100-ways-to-use-your-ipod-to-learn-and-study-better February 2008.

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