Jessica's+EDUC7101+WikiSpace

__**Defense of Innovation for Multimedia Presentation: iPod Touch, iPad, and iPhone**__

There are many inventions and innovations that have been incorporated into K-12 and higher education classrooms for the purpose of enhancing instruction and advancing instructional material. These innovations are not substitutions to classroom instruction; instead they are supplements aiding in the delivery of educational content. Of the numerous innovations that could have a positive impact on my field of work (middle grades Engineering and Technology Education), I conducted research on the educational applications of the Apple iPod Touch, iPad, and iPod, as well as the incorporation of digital media and educational gaming within the classroom. Then I narrowed my research, and focused strictly on the Apple based devices because I found that iPod Touches, iPads, and iPhones already include digital media and educational gaming components within the design of educational applications (apps) that are used to delivery educational content to students. This paper will serve the purpose of evaluating the value and effectiveness of Apple iPod Touches, iPads, and iPhones into middle grades (6th – 8th grade) education. In addition to reviewing studies that support these innovations’s significance within my field, I will detail the potential success of these innovations within the classroom.

Apple based products, such as iPod Touch, iPad, and iPhone, are technological innovations that can greatly enhance the educational experience of middle grade students in today’s time. However, not only can students benefit from using these devices, but there are appropriate uses for administrators and educators too. For instance, administrators can use iPads to conduct “class observations, to record community council meetings, take notes, make presentations and access the school calendar and e-mail” (Murray, 2011). Additionally, educators can use these devices as resources in an attempt to integrate a variety of digital technologies into their classrooms since one goal of K-12 education is to produce technologically literate citizens. Banister (2010) supports this by saying “In addition to viewing these devices as mechanisms to encourage the development of technology skills, proponents have seen the integration of handheld computers as a pathway to increase student learning and achievement” (p. 122). Because of the functionality of these Apple based products, they fit the description of a handheld computer. Furthermore, iPod Touches, iPads, and iPhones are more than mere tools for entertainment and communication, they are also considered educational tools. This is so because educators and school districts are using these devices to enhance student’s learning experience through the various educational apps that are available for download. Student performance is said to have increased because of student interest in using the device; therefore, motivation is a factor and plays a huge role in student’s academic performance through using these devices. Furthermore, these innovations have an advantage because they are engaging and entertaining to the students that use them. Another advantage is that after the initial cost of the Apple product itself, there is minimal to no cost for the apps that can be downloaded for student use. As previously stated, iPod Touches, iPads, and iPhones are already equipped with a variety of digital media capabilities. For instance, Banister (2010) says that “The handheld computer [referring to the iPod Touch] manages and plays/displays audio, image, and video files. The external, built-in speaker allows the content to be shared with others in a group setting, or accessed by individuals through headphones. Headphones, with microphones, are available, allowing recording features to also be used” (p. 123). These multimedia components greatly assists in the engagement of students, as mentioned above, as well as gives students access to a variety of resources in a ‘just in time; anytime anywhere’ fashion.

As it relates to educational gaming, many of the educational apps available through Apple based devices serve the purpose of teaching and reinforcing various content matters, as well as developing certain skills within students, such as leadership, communication, and social skills. Furthermore, because these devices have internet capabilities, students aren’t just introduced to various apps, but to appropriate Web sites that can teach and reinforce certain content and skills as well. To support the effectiveness of using educational gaming in the classroom, Hernandez (2009) asserts that “In addition to the cognitive thrill of overcoming obstacles and triumphing over challenges or challengers, the games’ visual appeal of colorful, three-dimensional graphics and fast-paced animation piques players’ interest (Vorder, Bryant, Pieper, & Weber, 2006). The games also have a built-in self-efficacy factor, so they offer mastery experiences to novice players and then increase the level of difficulty as players’ skills improve. This in turn motivates individuals to keep playing in the face of opposition and obstacles as well as to return to the game later (Klimmt & Hartmann, 2006)” (p. 45).

Apple iPod Touches, iPads, and iPhones appear to have more similarities than differences. Through my research, I found more uses of iPads and iPhones for administrators and educators than students; and I found more uses of iPod Touches for students, as they have excellent educational applications and are used as more than mere MP3 players. It is safe to say that issuing iPod Touches to students while issuing iPads and iPhones to administrators and educators allows for compatibility of resources within the classroom and school district. Furthermore, these devices assist educators in delivering educational content in a manner that is engaging and motivating to students; thereby, enhancing student’s learning experience within the classroom. Because of their many uses, iPod Touches, iPads, and iPhones have proven to add value to middle grade classrooms by making the learning process more effective and efficient.

References

Hernandez, D. (2009). Gaming + Autonomy = Academic Achievement. Principal Leadership. Murray, A. (2011). Apple in the classroom: Students using iPods, iPads to improve reading, math. Retrieved September 17, 2011 from

__**Storyboard for Multimedia Presentatio****n** **- Including the Four Stages of Innovation Development**__

__**Storyboard for Multimedia Presentation Update - Including the Innovation-Decision Process**__

__**S-Curve for Storyboard**__ -

My S-Curve needs more work, but this is what I have so far... I welcome all feedback to ensure that I am on the right track. I did the S-Curve in Microsoft Word, but will later include it into my storyboard, created in Microsoft PowerPoint.

Week 7 Storyboard Update - I have included my s-curve into my PowerPoint, as mentioned in my last update (Week 6). I have not added all of the necessary for Week 7 yet, but I wanted to go ahead and submit what I have so far. I am excited that I finally embedded some video and voice narration.



=JGREEN'S FINAL VIDEO PRESENTATION: THE APPLE IPAD=

Because my video presentation was longer than 15 minutes, I had to divide it into two (2) parts; therefore, I have a part 1 and part 2.

__**PART 1:**__ media type="youtube" key="FMxyDKsYCRY" height="315" width="420"

__**PART 2:**__ media type="youtube" key="fjXjmsgRmc4" height="315" width="420"

VIDEO NOTES/TRANSCRIPT: