Ipod

Ipod

Hayden Rooks,Memorial University of Newfoundland

Definitions and background

The iPod Touch is the latest generation in Apple’s iPod line which was first launched in 2001 (Pymm & Crispin, 2009). The design of the iPod Touch is radically different from other iPod models (Auchincloss & McIntyre, 2008). There are not any physical buttons and the screen is a touch sensitive video display (Auchincloss & McIntyre, 2008). This handheld computer is able to play and record audio, images, and video (Banister, 2010). The iPod Touch is similar to the iPhone in its operation and function but less powerful (Ricci, 2011).

The iPod is a popular mobile learning technology (Pymm & Crispin, 2009). Mobile learning provides students and teachers with new innovative methods for learning and teaching (Crompton & Keane, 2012). Min, Cesar, and Wivagg (2014) described the importance of Mobile technology like iPods, ``Emerging mobile technology is having a transformative impact on how people live, learn, work, and play`` (p.115).

One unique credit to the iPod is its ability to appeal to both genders (Pymm & Crispin, 2009). The iPod has become an icon of popular culture (Pymm & Crispin, 2009). It started as a music player but has transformed into a device that can do so much more (Pymm & Crispin, 2009). The iPod has maintained its coolness with young people and can make a considerable contribution to education (Pymm & Crispin, 2009).

Affordances

Banister (2010) conlcuded that some see the handheld computer as a tool that increases student learning. Auchincloss and McIntyre (2008) observed, “There are literally thousands of reasons for students to choose to carry the iPod Touch device…” (p.46). The iPod touch is portable which empowers the students to take their learning supports home (Auchincloss & McIntyre, 2008). The fact that the iPod is so portable and you can carry it with you unlike a computer or iPad makes it very practical (Walta & Nicholas, 2013). The iPod is more portable than the iPad and also much less expensive to purchase (Banister, 2010). One of the most appealing features of the iPod is its easily accessible content in an attractive and convenient size (Blaisdell, 2006). In classrooms time is important and the iPod is able to start-up and use in only seconds (Stav, Nielsen, Hansen-Nygard, & Thorseth, 2010).

Auchincloss and McIntyre (2008) found that students with digitally interactive reading supports extending into the home have significantly higher performance results than those who do not. Auchincloss and McIntyre (2008) argued that educators can initially integrate the iPod Touch into their classrooms as a multisensory teaching support, and that there are a variety of unforeseen ways in which the device could have a positive impact in the classroom. The iPod empowers students to access material and study at their own pace (Keengwe, Pearson, & Smart, 2009). By providing students with choices this may lead to increased learning and retention (Mathison & Billings, 2012).

Auchincloss and McIntyre (2008) compared the iPod to Smartboards. They found Smartboards and other systems can be costly and can only be utilized by a limited number of students. Auchincloss and McIntytyre (2008) also concluded that the iPod offers the same educational supports as other technologies, but with individual student access and a lower price point. With an iPod students can access media, photos, music, movies, Youtube, notes, weather, maps, clock, a calculator, and more (Banister, 2010). By using AirShare students can connect wirelessly with other computers, classroom projectors, etc. (Banister, 2010). It is very important to note that with an iPod every student can access the internet in their pocket (Banister, 2010). Web applications or Apps are downloadable programs that allow the device to be customized (Banister, 2010). Most Apps are free or available at minimal cost (Banister, 2010). An iPod could even be used as a communication device for disabled students (O'Reilly, Lancioni, Lang, & Rispoli, 2011)