Finally, some schools are coming to their senses and adopting the use of iPods in a classroom system. For me, this is a no brainer - especially in language oriented classes. Offer the day’s practice as a podcast that users can listen to and follow along with. Far more useful than the typical list of vocabulary - it would produce far better accents. Of course, one teacher has seen how this can really engage students in learning; by loading English-language learners iPods up with songs and having them define the words used Ms. Poli can generate a lot of enthusiasm. I would love to see the same idea applied in other classes - maybe looking for symbolism in songs or memorizing poetry for English. Auditory, self-directed learning using iPods definitely has a lot of potential. Despite this, I think the system is unnecessarily holding the rapid expansion of this technology back. Honestly, it is incredibly hypocritical to tell students to leave their iPods at home, yet have some students get them in class. (Not to mention being bad on the budget)
But even as students have been told to leave their iPods at home, the school here in Hudson County has been handing out the portable digital players to help bilingual students with limited English ability sharpen their vocabulary and grammar by singing along to popular songs.
Are we that afraid of letting the outside world into our schools? Do we honestly think that the risk is that great of cheating or other illegitimate activity… kids will cheat regardless. Put up firewalls? We hack them. Prohibit iPods? We hide them. Instead of fearing the outside world, let’s try embracing it and see where that leads us? Who knows… it might not be so scary after all. After all… don’t we want to create 24/7, lifetime learners? Despite the blindness to possibility, new iPod programs are certainly encouraging.
I agree that education needs to embrace and manage, rather than ban, the wealth of technology that is available to it’s students. But I have to disagree with the reasoning you see behind the reluctance. Schools are far more concerned with protecting students and avoiding distractions, than they are worried about cheating etc. In fact, in all the discussions I have participated in regarding managing this kind of technology in schools, I have never heard that concern mentioned. Schools are much more concerned about cyber bullying, predators online, distractions in class, illegal downloads of music and film on school networks, innapropriate recording of other students etc etc. They fear opening the floodgates to a wealth of dangers and litigation, and they lack the understanding to measure the value against the risk, or to take positive action to minimise those risks.
Thanks for stopping by.
I understand what you’re saying about schools being reluctant due to possible distractions or litigation. In my experience, protection has been the clearest voiced fear, although I feel that deep down most of the nay-sayers are just afraid of change. (Which would go in line with the supposed protectiveness)
Regarding technology, I think that my current school has a pretty good policy - in the halls but not in class.
In terms of legality, since iPods are not generally networked I doubt there would be problems with accessing inappropriate or illegal content. Therefore, I think they are a logical starting point - sticking a toe into the waters of technology and testing the depth. We can save the really scary stuff till it is time to dive into the far deeper waters of web 2.0.
iPods as a device are relatively easy to regulate - a very simple operating system and no network. During class, it is easy to enough to check what someone is listening to and make sure it is educational. (Perhaps requiring the iPod screens lay face up on desk at all times in class) Outside of school, the educstional value matters a lot less since it is students own time - if they want to goof off, so be it.
iPods are a great starting spot for districts interested in technology but not ready for the full flood.
I agree. One of the schools I work with is rewriting its policies next year to allow iPods, and have also purchased a class set, and recording devices for podcasting etc. But I agree that change scares a lot of educators. I still think that students and teachers see different issues though - there are many adults who argue that despite how much better the younger generation is at multi-tasking etc, that they are still unable to concentrate fully on work when listening to music. Even though we now know that there are people who cannot concentrate without it…
Ah well, small steps. The best way to convince skeptics is when they see the powerful learning occurring in the other classes who are using technology in a valuable way.
I do think that ipods would be very useful for foreign language classes. I have taken 2 years of German and think that it would be very cool to use in our class. I’m not quite sure about using ipods in other classes though. I think that the ipod would be a distraction in the class.
I think that it wouldn’t be that educational, because most of the students would just say that they would use it and would only listen to music and not getting anything out of it. They could keep putting it off and just say that there are listening to it for educational, but then they wouldn’t know if they are actual listening to it or not.
i agree with Kylie i also have taken two years of foreign language and think that an ipod could potentially be very useful in a class like that, and maybe a government class where you could listen to podcasts of debates and such but in other types of class i think they would prove to be no more that a distraction.
It’s true, iPods have the most use in foreign language and government classes. That’s where there is the most use for auditory learning. Therefore, I think we should definitely apply it immediately to those classes.
In other classes there is some use but it is less obvious. There are some very good podcasts out there about subjects from history to physics. However, it would probably best to use these podcasts as supplementary rather than primary resources - offer them to students, but don’t require them. See who takes the lead in their education.
@jason If students use the devices for the educational use, then of course it will be educational. Just as with any other tool, there is plenty of risk for it to not be used educationally. You might assign reading and there is no way of knowing that a student read it. Similar steps would be taken with iPod use - proof of understanding exercises in which students demonstrate their knowledge of the assigned listening.
Is there a line that is crossed on one side of which is ‘educational’ & the other is ‘not? If yes then who draws this line? Surely Arthus you are not about to leave a decision of that magnitude in the hands of school administrators.
There are lots of schools around the world that calmly incorporated mp3 players & gps devices & whooo hooo! laptops etc etc into the their processes ages ago. What you’re afflicted with is people who consider the technology to be novel because they don’t understand it yet. And you have to make puerile arguments about incremental applications of mature technologies to the school environment.
They have you trapped in the mid 80’s - they can just about cope with computer labs with no internet connexion.
Autodidacticism becomes the de facto educational strategy by necessity even tho’ you are in a supposedly educational institution with extensive resources.
I certainly wouldn’t leave that decision up to administrators. Of course, in my private utopia, most decisions would not be made my administrators. They would be made by everyone together: students, teachers, and the public: via a web-based interface. (Access to the internet should be considered a public good just like roads)
Hmm.. I’m not sure about incorporating laptops “ages” ago. Really, I’m not sure what point you’re trying to make? That I don’t understand technology? (I’ve developed numerous applications) That I am stuck in an outdated system? (I agree) That I have no vision? (I do, but I try to tone the message down so that traditionalists don’t just cover their ears and yell “I can’t hear you”)
In an ideal world, everyone would be an autodidact with teachers as optional guides and facilitators of conversation.
Sorry for the confusion. I certainly don’t think any of those things about you except for being stuck in an outdated system. The system in which you find yourself is unequal to the task of providing a proper education for you & your contemporaries.
It is that you have to ‘tone it down’ that is disturbing.
I put kids in front of computers 25 years ago - a TRS-80 with 4k of memory - that was what was available. Upgraded it to 16k & then got an Apple IIe & began making the case to colleagues of the need to bring these tools into the schools - largely unsuccessfully.
And here you are burdened by traditionalists - doing the hear no, see no nasty technology act. I understand why you tread softly - I have to gently introduce this or that piece of hard or soft ware to teachers who are locked in to a mindset that doesn’t seem to cross reference to the 21st century at all.
During the 90s some schools I knew of introduced early portable computers into their programmes (hence ages ago). I noted this with delight, read up on them & assumed this was the beginning of an inevitable adoption of technological tools in education. But they remained isolated events.
That’s a lagtime of a whole generation. Those kids I put in front now of those early desktops have 7,8 -10 year old kids. I’m still in touch with them. I do extra curricular work with some of this new generation.
And you Arthus are still having to ‘tone down’ your elegant insights into the pedagogical necessities. I almost despair.
“In an ideal world, everyone would be an autodidact with teachers as optional guides and facilitators of conversation.”
YES!!! By your age I am looking for people who are skilled autonomous investigators capable of collaborative & solitary undertakings.
Have I made my self any clearer?
minh