iPods+and+iPads

Please use this page to add any ideas/resources you have for using iPads/iPods in the Languages classroom. You can also use the Discussion tab on this page to ask questions that others in the project may be able to help answer.

__(November 2011 from Yoshihisa Ota) __ 

__) __**these three files are a part of "iPod Touch Learning" data. Here is an explanation. ****1. "ipod_apps20111122" (PDF) ****this has three types; **//"Useimmediately", "Useless", "Needtothink"** // . In "Useimmediately" file, there are iPod Apps which I think very useful. Go to iTune Store, download the App, start using it in classroom immediately. Those Apps are that good. In "Useless" file, there are Apps which I find difficult to use, or, quite frankly, useless. In "Needtothink" file, there are Apps which can be useful, but, planning & preparation are essential. How do I judge each App under those three categories? I have looked at each App in relation to the following points; Some App are well-designed, so students can start using it straightaway. Whereas, others need special learning materials or references to make full use of it. And I have done those preparations for some Apps as well. They are other attached files above. Here is an explanation.2. "ipodtouch_app_learningkits20111122" (MS Word)this file has vocabulary-lists for the Apps which I think useful. It is easy for students to understand. When students open the file, they see App icon on top, so, they know which App the vocabulary list is for. They can learn Japanese through the App with the vocabulary list on the desk, too. In other words, those Apps are not very useful unless vocabulary-lists are provided. 3. "ipodtouch_app_instructions20111122" (MS Excel)this file shows how to use Apps. Some Apps have many menus and options before reaching actual learning activities. I always show this instruction to a whole class before using iPod, through a data-projector. A whole class knows which App they should use and how to use it by receiving the explanation. By making these files, I have come up with this idea, too. How about I include a new "Unit" in my activity book? The Unit can be called "iPod learning", and it consists of; introductions of useful Apps, instructions of those Apps, and learning-materilas for those Apps. One major problem about the learning-kit is that students easily misplace it or write something on it. Then, the kit looks messy, then, it goes into a bin. It is quite possible that I might have to re-print the kit every 3 weeks. However, including the Unit into the book, there is no worry. Plus, that actually makes students bring their books to class regularly, because I can say "You don't have your Japanese book, then, no iPod learning." Moreover, that will save me money on photocopy. It is quite amazing and fun how many new ideas I can come up with by introducing iPod Touch in class. That definitely helps me with teaching. **Tips for using iPod learningThese things are what I have found vital before introducing iPod to class. Why iPod? These things are what I wrote to my school, in order to convince them of investing money on iPod Touch. I have failed to convince them, though... I don't need 26 iPod Touch. All I need is 13 of them. A whole class doesn't need to go on iPod Touch at the same time. Half a class does iPod learning, and the other half does book-work.
 * Does this App explain by itself, or do I need to explain how to use it?
 * Is this App entertaining yet educational?
 * By using this App, what can students achieve?
 * Be very familiar with iPod. If the teacher doesn't get on with technology things, then, give up using iPod. Students are very clever to sense whether the teacher knows things about iPod or not. Once they know the teacher is unfamiliar with iPod, then, they will be very mischievious. They think, "Well, my teacher doesn't really know things about iPod. So, whatever I do with this iPod, the teacher wouldn't know." You cannot let this happen. Play with iPod well enough before you hand that over to students. Be familiar with various functions, and read an instruction guide (available at Apple store as PDF). Once students know you know how to use iPod, they don't muck around with it.
 * <span style="font-family: Arial,sans-serif; font-size: 10px;">Buy a protective cover for the screen and a protective cover for iPod itself. Some students are extremely careless. Cover the iPod with protectors before it is broken.
 * <span style="font-family: Arial,sans-serif; font-size: 10px;">Restrict students on iPod within 15 minutes. No matter how engaging iPod can be, no more than 15 minutes. Their concentration will vanish, and start being silly with iPod. This is my personal belief. YR 7 and 8 don't have great concentration span at all. In my case, my class goes 49 minutes. So, I normally introduce 3 learning activities in one lesson. Each takes about 15 minutes. Students cannot sit on one activity for longer than that. 15 minutes time, students say "Oh, do we have to finish?" Well, yes.
 * <span style="font-family: Arial,sans-serif; font-size: 10px;">In relation to the above point, limit the access to iPod deliverately. In my case, there are three lessons of Japanese a week. In only one of them, students can use iPod, for 15 minutes. So, students basically have an access to iPod for 15 minutes each week. I schedule it. The bottom line is, students do get bored with anything, no matter how interesting they are. If I let students access to iPod more often, I don't believe that will bring a good long-term result. They will be excited using it until they get bore, which is probably the end of the term. What will happen after that? Students will say "Oh, iPod again? That is boring." I don't want to have that happen. If students do not get bored, then, he/she can buy iPod for him/herself and learn Japanese at home.
 * <span style="font-family: Arial,sans-serif; font-size: 10px;">Restrict all functions. No camera, no internet, no control on Apps, no chatting, let alone, no games. If those are available, it is impossible for students to stop using them. It is like telling a rabbit not to eat a carrot which is right in front of the face.
 * <span style="font-family: Arial,sans-serif; font-size: 10px;">Use iPod learning with clear goals. After all, why do I use iPod? Students use iPod so they develop Japanese comprehension, enthusiasm, and enjoyment. If iPod learning doesn't achieve any of those, I will stop using it. "Listen, everyone. Today, we use iPod. The App is called Hiragana learning. With this App, you can write Hiragana directly on iPod, and it will judge your writing, from rating 0 to 5. Your goal is to achieve 4 or 5 on every single Hiragana. If you do it, you get a point. Enjoy." I really need to say things like this before iPod learning.
 * <span style="font-family: Arial,sans-serif; font-size: 10px;">iPod vs. iPad- iPod is cheaper and smaller. You can easily carry a set of iPods. iPod is not as electric-cosuming as iPad, which means, it lasts longer with one charge.There are much more Apps available for iPod than iPad. iPad can be a good tool in 2013. By that time, we may be interested in iPad 10, though.
 * <span style="font-family: Arial,sans-serif; font-size: 10px;">iPod vs. iPad- many students actually do have iPod. That means, students can download those FREE Apps and learn Japanese by themselves.
 * <span style="font-family: Arial,sans-serif; font-size: 10px;">iPod vs. Sound recorder or video-camera- iPod Touch is $198. A sound recorder is $50. A video camera is $100. iPod Touch covers everything which a sound recorder or a video camera can do. On top, iPod can introduce iPod learning to class. Which one is worthwhile?
 * <span style="font-family: Arial,sans-serif; font-size: 10px;">iPod vs. computers- this is a hard call. Both have advantages and disadvantages.

Nov 28 Update: Here is a great site with 70+ ideas for using iPads in the classroom - definitely worth a look - quick, easy and inspiring!! <span style="background-color: #ffffff; color: #1155cc; font-family: arial,sans-serif;">@https://docs.google.com/present/view?id=dhn2vcv5_721gdk5jtd8

<span style="background-color: #ffffff; color: #333333; display: block; text-align: left; vertical-align: baseline;"> Useful link: This website is for educators, students and parents wanting to learn about using iPads in education. <span style="background-color: #ffffff; color: #333333; display: block; text-align: left; vertical-align: baseline;"> Here you will find information about the Victorian DEECD school iPads for Learning trial including the specially selected apps, classroom ideas and technical tips []

I recently read this information in a newsletter published by Lili Cvetkovic, DEECD Regional Project Officer in the Eastern Metropolitan region. It relates to the use of iPads in the languages classroom and has a number of useful links.

iPads Schools involved in the iPads for Learning trial have been provided with the following publications: In Your Hands: iPads for Learning In Their Hands: iPads for Learning Trial 21 and Steps to 1-to-1 Success [] Generic iPad apps that can be used in Languages classes:  Voice recorder (audio note, iTalk) – create podcasts  Smart note  Talking Tom 2- now you can record the speech and save it as mp4  Puppet Pals  Sock Puppets – great for role plays  TuneIn radio – find any radio station in the world  Idea sketch – mind mapping The list of iPad/iPod touch apps for Chinese available from: http://chineselote.wikispaces.com/iPads_iPods The list of iPad/ iPod touch apps for Japanese: http://emrjapanesenetwork.wikispaces.com/iPads_iPods

Q. Purchasing apps for a class set of devices - do we need to purchase 1 app for each individual iPod/iPad?

The answer below is provided by Wes Branchflower, Japanese Teacher at St Frances Xavier:

The (semi)-official response from Apple, that is, the one they don't advertise, is that they will not be chasing down institutions that have a 'reasonable' amount of sharing. When pressed to clarify, I was told that a class set would be no problem. So I am operating, as are a lot of schools, that a class set is ok to run from one profile.

As Apple is keen to get these machines into as many schools as possible, they are being flexible with the licensing, without providing the full support of providing software to make this totally transparent and foolproof.

This also means that some in-app purchases can be shared. We did this by making in-app purchase on one machine, synching it with itunes on computer, then synching the rest. The in-app purchase then synched to the other devices via a 'free' individual update. This may depend on the app itself though, but it worked for puppet-pals.

Schools that are running individually owned machines, student 1:1, etc, would not qualify under this, students would be expected to download and maintain their own itunes account.

Hope that helps.

Wes


 * Web 2.0 technologies** - list of the online programs for you to use, most of them are free and easy access from school and home.




 * Run Flash on your iPad 2**

Just asked my colleagues about this issue, they suggested to use "iSWifter". See what you think. Thanks. Kerry Law

--> this "iSWifter" seems an app that let you play online game through your favourite social gaming network. Unfortunately, Apple does not support Adobe flash player so there's no way to view Flash on your iPad/iPod at the moment. Naoko Nishikawa