Traditional Writing Strategies vs Technology Implemented Writing Strategies
Type in the content of your page here. Ipod Research Traditional vs. Technology
Ipod Touch vs. Aesop’s Fables Hardcover Book
Students:
2 boys (High/Low level reader)
The teacher assigned me two students of different reading levels. I specifically asked for a low and a high reader. I chose to do a virtual book the title was “The Tortoise and the Hare”. It is a classic Fable about morals steady pace wins the race or, continued hard work will get you where you need to be.
I wrote down the interaction between the two while they listened and watched the book.:
They both put on the headphones looked at one another with the biggest grin and both eagerly slid their tiny fingers to start. One spoke and said lets take turns OK?
A nod approved the statement. Two prompts came up on the ipod book Read to me and Read alone. One of the boys immediately pressed Read to me. When the book started they laughed and waited for the next page to turn. One of the boys would point at the screen, then the other. Their eyes lit up when the figures moved about the screen. They would laugh and look at one another and say “Did ya see that?”
When Tortoise won they both cheered and one boy stated “I wanted the turtle to beat that cocky rabbit, they called a hare” “They should just call it rabbit cause that is what it basically is anyway.”
When the book was finished I asked them what they thought of it in general. The lower reader stated to me “It’s the best thing I know of ! The other boy asked if the ipod could read big books too. They liked it and they both thought it was way more interesting than a book cause the pictures come up for you. (Yes, of course they asked to play games and went a little crazy over the ipod.) I asked the two students if they had some in their classroom what could you use them for tell me 5 things. They thought about it and came up with this list, it could be used to read to us, we could watch movies like science stuff, math we could play games with times table cause it would be fun, look up stuff from other places.
Second Part:
Aesop’s Fables Hardcover Book
Students
: 2 a boy and girl ( High / Low level readers)
We set up a table earlier for me to read to them The Tortoise and the Hare. They came and sat down and I explained to the that I was going to read them a book aloud. They listened as I introduced the book and began. As I read they asked many questions about the books and pictures. They asked why the tortoise/hare was not called a turtle/rabbit? They were excited and anticipated the end when asked. They both thought the hare would win easily. They liked the ending and both were glad the tortoise won.
Review:
I liked both experiments but, I have to honestly say that the hardcover, is still tops in my book. You are able to ask more questions while reading to them, to get their minds to inference, clarify, and summarize all which help comprehension. Although the ipod also has many positives too, for individual work it would be awesome for all subjects. The biggest plus it does not matter what reading level it is when it is read to you!
cp
Ipod Touch “Learn Sight Words” vs. Dolch Sight Word Flash Cards
Dates: April 12th and April 14th, 2010
Test Subjects: 1st Grade Class conducted during “Corners” with small groups (2 to 3 students at a time)
Test Material: Learn Sight Words Ipod application (25 random words out of 300 possible) and Dolch Sight Word Flash Cards (25 random words out of a 220 card deck)
Test subject A: female
Performance:
Ipod - flagged 2 words out of 25, read both words correctly the second time around
Card – missed 1 word out of 25, read missed word correctly second time around
Other Ipod explorations: student chose Spelling Fun (rearrange letter blocks to form word)
Student opinion: student preferred the Ipod application over the flash cards because, “It was more fun and I could do it by myself like in the car and stuff.”
Test Subject B: male
Performance:
Ipod – flagged 9 words out of 25, read all missed words correctly the second time around
Cards – missed 8 words out of 25, read 7 out of 8 correctly second time around, read 1 missed word correctly third time around
Other Ipod explorations: student chose Dinosaur Match (matching three sections to make one complete dinosaur)
Student opinion: student preferred the Ipod application over the flash cards because, “I like that I don’t have to clean up when we’re done.”
Test Subject C: female
Performance:
Ipod – missed 2 words out of 25, read all missed words correctly the second time around
Student opinion: student preferred Ipod, “I can do these by myself and it’s still fun, and if I can’t read the word, the girl button will tell me.”
Test Subject J: female
Performance:
Ipod – 25 out of 25
Cards – 25 out of 25
Other Ipod explorations: student chose Spelling Fun (rearrange letter blocks to form word)
Student opinion: student thought that both methods were ok, but she liked that the Ipod had other games and activities
Test Subject K: male
Performance:
Ipod – flagged 5 out of 25 words, read all 5 words correctly second time
Cards – missed 2 out of 25 words, read last 2 words correctly second time around
Other Ipod explorations: student chose Memory Pro (image matching game)
Student opinion: student preferred Ipod over cards
Test Subject L: female
Performance:
Ipod – 25 out of 25
Cards – 25 out of 25
Other Ipod explorations: student chose Daddy I can read (2nd and then 3rd grade level words)
Student opinion: student did not express preference
Test Subject M: male
Performance:
Ipod – flagged 10 words out of 25, read 6 out of 10 correctly second time, read remaining 4 correctly third time around
Cards – missed 12 words out of 25, read 10 out of 12 correctly second time around, read remaining 2 correctly third time around
Other Ipod explorations: student chose Ski Ball (not an educational game)
Student opinion: student preferred Ipod, “I like to play the game thing!”
Test Subject N: male
Performance:
Ipod – flagged 1 out of 25, read remaining word correctly second time around
Cards – 25 out of 25
Other Ipod explorations: student chose Ski Ball (not an educational game)
Student opinion: student preferred Ipod, “It’s more fun and I can keep track of my score.”
Test Subject O: male
Performance:
Ipod – 25 out of 25
Cards – missed 2 out of 25, read all words correctly second time around
Other Ipod explorations: Memory Pro (image matching game)
Student opinion: student did not express preference
Overview: Out of the 15 students, not one expressed a preference of the cards over the Ipod. A few students were indifferent, but the majority expressed that they would prefer the Ipod over the traditional flash cards for a variety of reasons. Using the games and other applications as incentive for students to complete specified apps seemed to work well. The students cooperated and seemed to enjoy the opportunity to chose another application after completing “Learn Sight Words.”
What I found especially beneficial to the Ipod app “Learn Sight Words” was that you simply had to flag the word, and when you were finished, chose “review flagged words” and there they were. As the students read them correctly, we simply unflagged them and moved on to the next word or application. When students encountered words that they could not read or were not sure of, they simply tapped the child icon in the middle of the top of the screen, and the Ipod would pronounce the word. The students were eager to manage the Ipod on their own. I started out sliding the cards for them, but by the second or third word, they would take over and flag the words or tap the girl for pronunciations without any cues from me.
Things that I kept in mind include the pros: versatility, small and easy to store, less messy in the classroom, fun to use, beneficial for tracking student progress and the cons: expensive, fragile, easy to walk away with, maintenance. I believe that technology is absolutely necessary in the classroom, and the Ipod touch as a great source for a variety of applications beneficial to education. I think the most monumental draw back is the cost and the fact that they are relatively fragile. Of course, if I were working for a school that had a considerable budget, I would be willing to invest in something like the Ipod touch for my classroom.
Another app that I didn’t get to test, and was only chosen by one student as an option, was “Daddy I can read.” One of the best features of this app was the option of entering individual students. Student could access the app through their name, and the app would track their progress. Students could access and utilize the app on their own, but as a teacher, I could review their progress periodically to see what areas we would need to focus on. The app provided words at a First, Second, Third, and Fourth grade reading level. (JJSU)
Traditional Writing Strategies vs Technology Implemented Writing Strategies
Type in the content of your page here.Ipod Research
Traditional vs. Technology
Ipod Touch vs. Aesop’s Fables Hardcover Book
Students:
2 boys (High/Low level reader)
The teacher assigned me two students of different reading levels. I specifically asked for a low and a high reader. I chose to do a virtual book the title was “The Tortoise and the Hare”. It is a classic Fable about morals steady pace wins the race or, continued hard work will get you where you need to be.
I wrote down the interaction between the two while they listened and watched the book.:
They both put on the headphones looked at one another with the biggest grin and both eagerly slid their tiny fingers to start. One spoke and said lets take turns OK?
A nod approved the statement. Two prompts came up on the ipod book Read to me and Read alone. One of the boys immediately pressed Read to me. When the book started they laughed and waited for the next page to turn. One of the boys would point at the screen, then the other. Their eyes lit up when the figures moved about the screen. They would laugh and look at one another and say “Did ya see that?”
When Tortoise won they both cheered and one boy stated “I wanted the turtle to beat that cocky rabbit, they called a hare” “They should just call it rabbit cause that is what it basically is anyway.”
When the book was finished I asked them what they thought of it in general. The lower reader stated to me “It’s the best thing I know of ! The other boy asked if the ipod could read big books too. They liked it and they both thought it was way more interesting than a book cause the pictures come up for you. (Yes, of course they asked to play games and went a little crazy over the ipod.) I asked the two students if they had some in their classroom what could you use them for tell me 5 things. They thought about it and came up with this list, it could be used to read to us, we could watch movies like science stuff, math we could play games with times table cause it would be fun, look up stuff from other places.
Second Part:
Aesop’s Fables Hardcover Book
Students
: 2 a boy and girl ( High / Low level readers)
We set up a table earlier for me to read to them The Tortoise and the Hare. They came and sat down and I explained to the that I was going to read them a book aloud. They listened as I introduced the book and began. As I read they asked many questions about the books and pictures. They asked why the tortoise/hare was not called a turtle/rabbit? They were excited and anticipated the end when asked. They both thought the hare would win easily. They liked the ending and both were glad the tortoise won.
Review:
I liked both experiments but, I have to honestly say that the hardcover, is still tops in my book. You are able to ask more questions while reading to them, to get their minds to inference, clarify, and summarize all which help comprehension. Although the ipod also has many positives too, for individual work it would be awesome for all subjects. The biggest plus it does not matter what reading level it is when it is read to you!
cp
Ipod Touch “Learn Sight Words” vs. Dolch Sight Word Flash Cards
Dates: April 12th and April 14th, 2010
Test Subjects: 1st Grade Class conducted during “Corners” with small groups (2 to 3 students at a time)
Test Material: Learn Sight Words Ipod application (25 random words out of 300 possible) and Dolch Sight Word Flash Cards (25 random words out of a 220 card deck)Test subject A: female
Performance:
Ipod - flagged 2 words out of 25, read both words correctly the second time around
Card – missed 1 word out of 25, read missed word correctly second time around
Other Ipod explorations: student chose Spelling Fun (rearrange letter blocks to form word)
Student opinion: student preferred the Ipod application over the flash cards because, “It was more fun and I could do it by myself like in the car and stuff.”
Test Subject B: male
Performance:
Ipod – flagged 9 words out of 25, read all missed words correctly the second time around
Cards – missed 8 words out of 25, read 7 out of 8 correctly second time around, read 1 missed word correctly third time around
Other Ipod explorations: student chose Dinosaur Match (matching three sections to make one complete dinosaur)
Student opinion: student preferred the Ipod application over the flash cards because, “I like that I don’t have to clean up when we’re done.”
Test Subject C: female
Performance:
Ipod – missed 2 words out of 25, read all missed words correctly the second time around
Cards – missed 0 words out of 25
Other Ipod explorations: student chose Megan’s Memory (word matching memory game)
Student opinion: student liked both, but liked playing the other games on the Ipod
Test Subject D: female
Performance
Ipod – flagged 5 words out of 25, read all missed words correctly second time around
Cards – missed 2 words out of 25, read all missed words correctly second time around
Other Ipod explorations: student chose Memory Pro (image matching game)
Student opinion: student preferred Ipod because, “It’s more fun to touch the screen and flag the words than just using the cards.”
Test Subject E: female
Performance
Ipod – flagged 3 words out of 25, read 2 of the 3 correctly second time, 1 out of 1 correctly the third time
Cards – missed 1 word out of 25, read missed word correctly second time around
Other Ipod explorations: student chose Memory Pro (image matching game)
Student opinion: student preferred Ipod application, “I like touching the screen and the other games to play.”
Test Subject F: male
Performance:
Ipod – 25 out of 25
Cards – 25 out of 25
Other Ipod explorations: student chose Memory Pro (image matching game)
Student opinion: student was indifferent, but expressed enjoyment of playing other apps
Test Subject G: male
Performance:
Ipod – flagged 10 words out of 25, read 8 out of 10 correctly second time, read last 2 words correctly third time
Cards – missed 14 words out of 25, read 10 out of 14 correctly second time, read last 4 correctly third time
Other Ipod explorations: student chose Dinosaur Match (matching three sections to make one complete dinosaur)
Student opinion: student preferred Ipod over the cards because, “I like playing games like on my wii because it’s funner.”
Test Subject H: male
Performance:
Ipod – flagged 1 word out of 25, read missed word correctly second time around
Cards – 25 out of 25
Other Ipod explorations: student chose Memory Pro (image matching game)
Student opinion: student preferred Ipod over flashcards
Test Subject I: female
Performance:
Ipod – flagged 3 words out of 25, read missed words correctly second time around
Cards – missed 1 word out of 25, read missed word correctly second time around
Other Ipod explorations: student chose Megan’s Memory (word matching memory game)
Student opinion: student preferred Ipod, “I can do these by myself and it’s still fun, and if I can’t read the word, the girl button will tell me.”
Test Subject J: female
Performance:
Ipod – 25 out of 25
Cards – 25 out of 25
Other Ipod explorations: student chose Spelling Fun (rearrange letter blocks to form word)
Student opinion: student thought that both methods were ok, but she liked that the Ipod had other games and activities
Test Subject K: male
Performance:
Ipod – flagged 5 out of 25 words, read all 5 words correctly second time
Cards – missed 2 out of 25 words, read last 2 words correctly second time around
Other Ipod explorations: student chose Memory Pro (image matching game)
Student opinion: student preferred Ipod over cards
Test Subject L: female
Performance:
Ipod – 25 out of 25
Cards – 25 out of 25
Other Ipod explorations: student chose Daddy I can read (2nd and then 3rd grade level words)
Student opinion: student did not express preference
Test Subject M: male
Performance:
Ipod – flagged 10 words out of 25, read 6 out of 10 correctly second time, read remaining 4 correctly third time around
Cards – missed 12 words out of 25, read 10 out of 12 correctly second time around, read remaining 2 correctly third time around
Other Ipod explorations: student chose Ski Ball (not an educational game)
Student opinion: student preferred Ipod, “I like to play the game thing!”
Test Subject N: male
Performance:
Ipod – flagged 1 out of 25, read remaining word correctly second time around
Cards – 25 out of 25
Other Ipod explorations: student chose Ski Ball (not an educational game)
Student opinion: student preferred Ipod, “It’s more fun and I can keep track of my score.”
Test Subject O: male
Performance:
Ipod – 25 out of 25
Cards – missed 2 out of 25, read all words correctly second time around
Other Ipod explorations: Memory Pro (image matching game)
Student opinion: student did not express preference
Overview: Out of the 15 students, not one expressed a preference of the cards over the Ipod. A few students were indifferent, but the majority expressed that they would prefer the Ipod over the traditional flash cards for a variety of reasons. Using the games and other applications as incentive for students to complete specified apps seemed to work well. The students cooperated and seemed to enjoy the opportunity to chose another application after completing “Learn Sight Words.”
What I found especially beneficial to the Ipod app “Learn Sight Words” was that you simply had to flag the word, and when you were finished, chose “review flagged words” and there they were. As the students read them correctly, we simply unflagged them and moved on to the next word or application. When students encountered words that they could not read or were not sure of, they simply tapped the child icon in the middle of the top of the screen, and the Ipod would pronounce the word. The students were eager to manage the Ipod on their own. I started out sliding the cards for them, but by the second or third word, they would take over and flag the words or tap the girl for pronunciations without any cues from me.
Things that I kept in mind include the pros: versatility, small and easy to store, less messy in the classroom, fun to use, beneficial for tracking student progress and the cons: expensive, fragile, easy to walk away with, maintenance. I believe that technology is absolutely necessary in the classroom, and the Ipod touch as a great source for a variety of applications beneficial to education. I think the most monumental draw back is the cost and the fact that they are relatively fragile. Of course, if I were working for a school that had a considerable budget, I would be willing to invest in something like the Ipod touch for my classroom.
Another app that I didn’t get to test, and was only chosen by one student as an option, was “Daddy I can read.” One of the best features of this app was the option of entering individual students. Student could access the app through their name, and the app would track their progress. Students could access and utilize the app on their own, but as a teacher, I could review their progress periodically to see what areas we would need to focus on. The app provided words at a First, Second, Third, and Fourth grade reading level. (JJSU)