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Ipad Applications and Reading Instruction in the Elementary Classroom

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by

Sara Cowan

on 13 December 2013

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Transcript of Ipad Applications and Reading Instruction in the Elementary Classroom

hi
Introduction to Project
The Use of iPad Applications
for Reading Instruction in the Elementary Classroom

Technology and Reading Instruction
2. To identify quality apps that support and enhace reading instruction and develpment in upper elementary classes.
Technology is "the great equilizer" in education and provides teachers the ability to differeintate instruction to directly meet the individual needs of students.
Methodology
Reading Application Review Evaluation Guide
Conclusion
Project Goals
1. To help teachers identify quality reading instruction apps for upper elementary classes.
STEM Chart
SCIENCE:
Getting the glass for the touch screen, the silicon for the processor, and the metal for the case.
MATH:
Getting the software and programming for the apps to run and tablet to work.
ENGINEERING:
Getting the proportions for the size of the screen, the thickness of the tablet, and the positioning of the buttons.
TECHNOLOGY:
Calculate how much energy the processor needs and how much energy the screen display uses, to calculate the size of the battery needed.
A Famous quote by Steve Jobs:
"You can't just ask customers what they want and then try to give that to them. By the time you get it built, they'll want something new." -Steve Jobs

Thanks for watching!
Thanks for watching!
By Sara Cowan
Many schools are implementing iPads to help support instruction for students in all subject areas and grade levels.
Teachers are in need of ways to use iPads to support and enhance reading instruction for third though fifth grade classrooms.
Provide teachers with a complete review of of quality reading apps that target the reading needs of 3rd through 5th grade students.
The iPad was released in 2010 and is considered a new technological tool especially in regaurds to use in the classroom.
Research on the impact of iPads in the classroom is currenlty being conducted.
A review of other technologies that have been used to help enhance reading instruction.
Audiobooks
eBook Readers
Reading Pens
Technology and Reading Instuction
ILS/ SuccessMaker
Interactive White Boards
Mobile Devices
iPads
Audiobooks improved listening skills directly connected to reading comprehension (Wysocki 2005).
Audiobooks provide students who find visually reading the words challenging the opportunity to access text and aids in the cognitive process.
The combination of visual and auditory learning styles has been shown to increase literacy (Schaff, Jerome, Behrmann, & Sprague 2005).
The reading pen is a device that allows a user to scan and hear printed text either word by word or line by line (Higgins & Raskind, 2005).
Students can use the reading pen to hear words they don't know and either recognize it or ask for clarification.
Higgins and Raskind (2005) found that students with disabilities who used a reading pen scored significantly higher on reading comprehension tests.
Integrated Learning Systems (ILS) are computer based systems that setup an individualized program for delivering curriculum (O'Byrne, Securro, Jones, & Cadle, 2006).
Individualized and directly targets areas of difficulty
Tutorials provide additional support
Immediate feedback for every question.
Allows teachers to monitor student progress and provide direct support when needed.
SuccessMaker and Read 180 are the top performing ILS programs. Pierre and Germain (2005) found that both programs showed significan improvement in reading scores of third grade students.
Interactive white boards are large interactive displays that connect a computer with a projector (Keonraad, 2008).

Findings are not directly related to reading but they have been found to promotes discussion and engagement in the classroom (Levy, 2002).

Allows opportunity to participate and cooperate (Hall & Higgens, 2005)
Project
What: Reading Application Review Guide.
Provided a complete review and important details about each app.
Researched, evaluated and identified quality reading apps for grades 3-5.
Identified the pro's and con's and helpful hints for the classroom.
Saves teachers time and money- identified quality apps that could be easily used in the classroom.
Target Audience: 3rd-5th grade teachers
.
How will the apps be evaluated?
App Evaluation Rubric
How: Evaluate the quality of 100 reading apps.
Apps for Specific Reading Needs
Skills Included in the Guide:
Reading Comprehension
Reading Fluency
Interactive/E-books
Word Work
Sight Words/Phonics

Apps are intended for 3rd-5th graders and specifically target their reading needs.
Example of App Review
Rubric Scores
Lack of research conducted and reported
Unknown benefits/impact of iPad apps towards reading development
Predetermined evaluation rubric
Limited budget available for apps/ $10.00 or less
Thousands of reading apps/new apps added daily
Number of apps reviewed- 100 apps
Not all apps were used in a classroom or tested out by actual students
No research was done to prove the apps have any impact on learning
Size of the target audience (3-5)
Wide range of reading needs within limits number of apps per skill
Content doesn't always meet the wide range of curriculum needs, developmental skills, and interest levels of 3rd-5th graders.
App Evaluation Rubric Created by Tony Vincent
relevance, customization, feedback, thinking skills, engagement, usability, sharing
Goal score of 3 or 4
Cost of app- $0- $10.00
High iTunes Rating- 3.5 + stars
Positive Customer Reviews
Teacher Recommendations
Mobile devices such as cell phones, iPods, iPhones, PDAs, and personal computers have entered into the educational setting to aid learning (Melhuish & Falloon, 2010).
Mobile devices have been found to aid in reading difficulties when used correctly in the classroom, (Gasparini & Culen, 2012).
Mobile devices allows the possibility to individualize learning and connectivity.
The use of mobile devices in the classroom is still a very new concept and much of the research has yet to be conducted.
The iPad was introduced to the public in 2010 (Pratt, 2010).
Since then, iPads have become increasingly popular and prevalent in educational settings.
The iPads size and weight make it an ideal portable learning device, (Melhuish and Falloon, 2010).
The enormous amount of learning apps available make the iPad more appealing for the classroom than other technologies.
Current research although limited, has been shown to support the use of an iPad as an assistive tool for struggling readers.
The goal of the project was not to list all of the reading apps but rather to weed through the enormous bank of apps to identify the quality apps.

Guides and supports teachers:
Provides a quick reference to easily find apps that target specific reading needs.
Saves time and money- the rubric ratings, description, pros and cons gives teachers a detailed view of each app.


This project offers support for teachers trying to implement iPads into their reading instruction by providing them with a complete review of quality apps available for all areas of reading.
Highlights
Limitations
Reflections
Possible Changes:
Actually test and use apps in 3rd-5th classrooms
Have other teachers test out apps and offer feedback
Allow students to rate each app
Provide more information on how to use and manage apps
Focus on one area of reading

Future Research/Projects
Write a step-by-step user guide for popular apps
Connect apps to the Common Core Standards
Review apps for grades K-2 to add to guide
Case studies to determine the impact on reading development.
Full transcript