What Does the Research Tell Us About Using iPods in Classrooms

Most schools, at least in Nova Scotia, have a ban on the use of handheld devices within the classroom. Students are not permitted to have their iPod, iPhone or any other device out in the classroom for the reason being that students will be texting and therefore distracted from their learning. But is this ban the correct answer? There is some evidence indicating the positive aspects of iPod use in the classroom. 

As we know technology is part of our everyday lives. With new advancements in computers, software programs and handheld devices people are using these 'tools' for communication, scheduling, organization and of course for fun. So if we are using these devices in all aspects of our lives why not incorporate them into the classroom.

Banister (2010) states in her article, Integrating the iPod Touch in K-12 Education: Visions and Vices that these handheld devices serve "as mechanisms to encourage the development of technology skills..." and also seen "as a pathway to increase student learning and achievement " "...in such curricular areas as reading, mathematics, social studies and science...". Throughout the paper Banister identifies various methods teachers could use to incorporate the iPod Touch into their classroom. She briefly discusses some of the features of the iPod that can be used with students. Classroom media resources such as music, photos, videos and YouTube can be used to engage students in a new way of learning. There is also what is referred to as the "digital toolkit" which is notes, clock, calculator, maps and weather available for students. Then there is the whole large component of web applications that is discussed in detail in the paper. Students or teachers are able to download apps via an Internet connection. These apps can be for particular subject areas. (Banister, 2010)

Pasnik (2007) also supports the use of iPods in the classroom. In her paper she discusses how iPods can be a powerful educational tool for students. She outlines six key points of what an iPod can do in the educational setting.

The iPod comes equipped with a audio and video players. Pasnik (2007) explains that audio and video players equals multidimensional learning. With the use of iPods there is the potential to increase students' understanding of the material in different subject areas. iPods can provide greater opportunities for students to extend their critical thinking skills and to build information literacy. And of course the iPod encourages media literacy. (Pasnik, 2007)

Next Pasnik explains that storage capacity and authoring tools equals personalized learning. Combining iTunes with iLife allows students to be their own creators of media products. Therefore, developing skills in self-expression and creativity and also supporting portfolio content creation. While also providing a means of communication to families to see what their children are learning. (Pasnik, 2007)

The third key point is the fact that the iPod is small means its pocket size equals portable learning. Students are not confined to one area of space when using an iPod they are free to move about the classroom and work in groups if necessary. This idea of "learning on the go" as Pasnik put its supports independent learning and helps to maintain collaboration among learners. (Pasnik, 2007)

The simple design of the iPod equals pervasive learning. The iPod can deliver content in a variety of ways therefore differentiating instruction and reaching all types of learners. Its simple design helps to support time management skills for both teachers and students, freeing up class time for discussions. (Pasnik, 2007)

Another of Pasnik's key points is the iPod is a professional development tool that equals ever -evolving teaching. By this Pasnik's explains that not only do students need to stay up to date with their skills and tools available but teachers must do the same. The iPod can assist teachers through the use of podcasts to hear from other teachers' reflections of their classrooms and instructional strategies. (Pasnik, 2007)

The last point described by Pasnik is price of the iPod equals affordable teaching and learning. Its simple, the iPod is inexpensive in comparison to the laptop or computer and brings with it similar features. (Pasnik, 2007)

So we see there are many positive reasons to use an iPod in the classroom. Does the iPod have any effect on student reading? According to Bomar (2006) she reports that "the iPods help enhance their [students] comprehension and vocabulary skills, and give students the sense of the "big picture" in a story rather than bogging them down with the mechanics." Students in Bomar's class regularly use the iPods for read out louds. The literature needed is downloaded on each iPod where students can then read independently the material. This allows students to read along while listening to the story. Bomar also explains that she uses the iTalk feature with her students enabling them to record themselves reading a chapter or selection of poetry. Using iPods in Bomar's class proved to be very beneficial in terms of reading. There was an increase in student motivation toward reading and students' level of confidence improved. (Bomar, 2006)