Educational Implications of the iPod Touch (2011)

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Educational Implications

of the iPod TouchQualitative Research Study

Mary Edwards: Department of Education

Ball State [email protected]

Katherine Hodge: Department of Education


Ace Howard: Department of EnglishBall State University

[email protected]

Katie Priddy: Department of Political Science


15 December 2011
mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]


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table of contents

3. Abstract, key words

4. Executive Summary

5. Introduction

6. Literature Review

7. Methods

8. Research Findings

11. Discussion

12. Conclusion

13. Works Cited


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abstract

The iPod Touch is essentially a portable entertainment device allowing consumers to broaden their use

of the music player to include the Internet, gaming applications, and a wide variety of mobile resource

tools.

The purpose of this study is to examine c ollege students relationship with the iPod Touch and discover

how the technology is being used in the academic environment. Recognizing the iPod Touch as a

mobile learning device could enhance vertical and horizontal learning both within the classroom and in

personal use. Considering the creation of opportunity via electronic media in the hands of college

students, understanding how and for what purpose students communicate is imperative.

Conversely, innovative technology comes with downsides in education, such as restricted use, weary

instructors and limited knowledge of the technology, which equates to students not using it in class.

key words

iPod Touch, Apple Products, Mobile Learning, Electronic Media, Academics, Collegiate Level,

Entertainment, Distraction, Music, Communication, Social Networking, Internet, Information

gathering, Games, Applications (apps)


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executive summary

The iPod Touch is a portable media device that is a part of the iPod familya series of portable media

devices produced by Apple Inc. The iPod was first produced as a music storage device. In October 2001,

the first generation iPod now known as the iPod Cl assic was advertised with the slogan 1,000 songs in

your pocket. However, as digital technology improved, the capabilities of these devices expanded. InOctober 2005, new models were developed that would allow video playback. iTunes expanded their

market to sell music videos, movies, and TV shows to allow consumers to fully experience their iPod.

Then in September 2007, Apple released the iPod Touch, the focus of this study. Unlike the models

before it, this iPod features a multi-touch display or touch-screen that allows users to interact with

the iPod by touching the screen. In addition, this iPod also introduced a Wi-Fi connection to Apples

iTunes Store as well as the App Store a year later. The App Store offers many applications for gaming,

managing health and fitness, organizing business work, and the focus of this study: supplementing

education.

This study shows how users interact with their iPod Touch in an academic setting. The researchersEdwards, Hodge, Howard, and Priddy will compile information from anonymous surveys as well as

observations of three collegiate test subjects who use their iPod Touch while they worked on their

academics. Despite numerous apps for education offered in the Apple App Store, this study will show

how the iPod Touch is not being used directly for academic work, but rather as a means for motivation

(e.g. listening to music). We found that the majority of consumers use their iPod Touch for

entertainment (e.g. games, music) and communication (e.g. social networking apps, email). Many users

are unaware or uninterested of the educational apps offered in the App Store.


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introduction

Back in 1999, Cynthia Selfe discussed the implications of digital technology (e.g. computers) on

literacy. Selfe defined this phenomenon as technological literacy, which refers to:

a complex set of socially and culturally situated values, practices, and skills involved in

operating linguistically within the context of electronic environments, including reading,

writing, and communicating. (p. 11)

If computers had a profound effect on literacy back in the late 90s and early 2000s, would personal

digital media devices such as the iPod present a similar effect?

The proposed study begins with a desire to better understand student uses of the iPod Touch, and

more importantly, participant activities and behaviors when using the iPod Touch as part of their

academic work.

Referring to Clay Spinuzzis article (2006) What Do We Need to Teach About Knowledge Work?, this

project uses a systematic qualitative case study methodology that explores the shift from vertical to

horizontal learning in educational organizations. Spinuzzi argues that self-directed learning is vital in

organizational changes. In this case study those changes include ...opport unistically adapting

technologies for ones own use and purposes (Sumner 1997), and discarding them when they no longer

fit. The project relies on increasing importance of horizontal expertise in an organizational structure.

According to Spinuzzi (2006), Vertical learning in universities has traditionally focused on teaching a

learning expertise vertically, in terms of stages a person passes as he or she becomes more expert in a

specific domain. Horizontal learning is becoming more important in organizational structures and

knowledge workers. Spinuzzi argues that people must be able to operate in and move between

multiple parallel activity contexts. The role of the iPod Touch in a students hands is to createopportunities for self-directed horizontal learning in any environment.

While this device could be used to

change the educational

environment, the researchers will

investigate if this is the general

opinion held by student iPod users.

There has been research conducted

on the usability of the iPad, but

there is significantly less data

investigating productive use of theiPod Touch. The researchers will

explore the use of the iPod Touch

in rich detail, seeking concrete,

empirically grounded assignments

of subjects using this product for

academics.


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From A Play Date with the iPad (Milks and Bloxham), Steven, age 27 says, I looked at the iPad as

more of a media device, thats itentertainment, fun. Researchers in this study will investigate if iPod

Touch users share a similar attitude towards their iPod.

The literature on the subject of the iPod or the iPod Touch is similar to a great deal of the research that

we found in our own project. Using an iPod in an academic setting is a fairly new idea; research on it has

only been conducted within the last ten years following the invention of the iPod. While the iPod Touch

is mainly used for entertainment, we focused our research on how students can incorporate the use of

their iPod Touch in an academic setting.

literature review

In most of the literature on this topic, we found that mobile learning is new to the area of academia,

but it can also be used efficiently. However, some literature supported that the iPod Touch can be

educational in nature because it functions as a more affordable option to a laptop computer and has

most of the same features. These features are that it can take notes, has an audio and video player, and

with Internet access research can be conducted using it (Pasnik, 2). In addition, According to Hloden,Rural students in Arkansas riding three hours to school in the Sheridan school district are given iPods

to study science on school buses that are equipped for wireless Internet access (Mobile Learning,

Anytime Anywhere).

While these are important ways for the iPod Touch to be used in education, some literature found that

most college students do not use it for those exact purposes. According to the Online Education

Database, students use the iPod Touch for areas of academia like language translations, google

searches, podcasts, research, and Sparknotes. Because the device can obtain this information quickly

and is portable, students feel more comfortable taking it to class and using it to assist their learning

environments. This was an aspect of our research that agreed with the literature. In addition, the

introduction of the e-reader through obtaining text books on the iPod Touch has allowed students to

incorporate their iPod Touch in a learning environment. This also deals directly with the idea that theiPod Touch is easier to use in a learning environment because it is smaller and more portable than a

laptop or than a large textbook (Weiss).

In addition to students using their iPod Touch for the purpose of academics, some Universities are

doing the best they can to inspire students to use their iPods in learning environments. At Duke

University, iPod Touch devices were given to all incoming freshmen. Following their lead, Drexel

University offered free iPods to the students who were planning to enroll in the education program. In

this initiative, the promotion of the iPod Touch in education was used to inspire students to become

more involved in what the iPod Touch has to offer academically. This includes podcasts, which were the

main goal of what the University officials were aiming for having students use more frequently in their

specific majors (Brock). While most of the literature found on this topic is still being formed, the use ofthe iPod Touch in academics is considered a tool that people in the education field have high hopes

for.


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methods

This project strictly studies the use of the iPod Touch in an academic setting. There are certain domain

constraints that will shape subsequent analysis of data.

The researchers were interested in certain broad categories of how the research subject will be using his

or her iPod Touch in a naturalistic environment of an informal study time. Data collection, therefore,

consisted of three different sources: initial survey results, observational notes, and stimulated recall

interview responses (audio recordings).

The researchers began their data collection by sending out anonymous surveys to all of their peers. The

surveys were generated on Google Docs spreadsheets and emailed to our class rosters on Gradebook. It

was from these surveys that we received volunteers to become a subject of observation.

Observations took place between one researcher and one participant during the selected participants

informal studying sessions. These observation sessions were supplemented by interviews and thecollection and analysis of the audio artifacts. Stimulated recall interviews were conducted after

observing participants use of the iPod Touch during the informal study session.

After data collection, observational notes, surveys, audio recordings of the individual interviews were

transcribed. Additional codes and units of analysis characterizing unique practices of the academic use

of the iPod Touch may emerge from fieldwork and interviews, and may be inductively derived from the

total data collected (following the grounded theory approach of Glaser and Strauss, 1967). This process

of coding, supplemented by analytic memo writing, is employed in order to generate themes and core

categories from the empirical data collected during fieldwork, leading toward empirically derived

assessments of academic use of the iPod Touch.


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research findings

For a variety of reasons, the academic use of an iPod Touch is becoming increasingly apparent at

universities. While ease of transport (Weiss), Internet search capabilities (Pasnik, 2), and availability of

educational resources (Brock) encourage academic use of this product, surveys and interviews

conducted at a Midwestern university revealed that less than 60% of students use their iPod Touch foracademic purposes and this technology is still primarily viewed as an entertainment device.

From an electronic survey sent to 200 students, 35 students responded. This sample included a variety

of majors including: nursing, pre-veterinarian, science, health information technology, psychology,

environmental resource management, telecommunications, computer science, technology education,

media arts, literature education, elementary education, English studies, creative writing, foreign

language, business, public relations, architecture, history, and social work.

Three respondents were dual majors. Dual major one has a sculpture and an elementary education

major. Dual major two has a computer science and foreign language major. Dual major three has a

science and media arts major. Assuming their answers to this survey are consistent with both majors,each of their majors was sorted into the eight coding categories resulting in a total of 38 responses.

With the exception of architecture, computer science, and elementary education, each major had one

respondent. The number of respondents from each major is as follows:

Major Respondents Major Respondents

Architecture 3 Mandarin/Japanese 1

Business 1 Media Arts 1

Computer Science 2 Nursing 1Creative Writing 1 Pre Veterinary Medicine 1

Elementary Education 14 Psychology 1

English Studies 1 Public Relations 1

Environmental Resource

Management

1 Science 1

Finance and Accounting 1 Sculpture 1

Health Information

Technology

1 Social Work 1

History 1 Technology Education 1

Literature Education 1 Tele-communications 1


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These twenty majors were divided into eight categories:

1. science2. technology3. education4. language5. business6. design7. history8. social work.

The following lists show how the majors were sorted into the eight categories*:

Science

nursing

pre-veterinary medicine

science

health information technology

psychology and environmental

resource management

Technical

telecommunications

computer science

technical education

media arts

Education

literature education

elementary education

Language

English studies

creative writing

Mandarin/Japanese as a second

language

Business

business

public relations

Design

architecture

History

history

Social Work

social work

* History and Social Work were given their own category because each only received one respondent.


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From this survey, we found that nineteen of thirty five, or 54%, of respondents use their iPod Touch for

academic purposes.

Although these results are mixed, there are clear trends of usage within major categories. A larger

percentage of language, science, and technology majors used their iPod Touch while working on

academics than education, business, design, history, or social work majors.

From the total sample, the primary use for the iPod Touch is recreational music. However, this is n ot a

direct indicator that students are not interested in expanding the use of their iPod Touch into

academics. Only 26% of students are aware of applications that increase the usability of the iPod Touch

in academics. 68% of students were not aware or only somewhat aware of the academic applications

for the iPod Touch. Only 6% of students were not interested in expanding the usability of their iPod

Touch.

In addition to online surveys, three volunteers were observed using their iPod Touch and interviewed.

These three volunteers will be documented as I.B., J.C., and L.P. The results of these interviews align

with information from the surveys.

J.C. used his iPod Touch exclusively for music. However, there were similar use patterns between L.P.and I.B. Each subject used his or her iPod Touch for social networking, entertainment, and checking

email but their primary use for this product is still music.

Responses from interviews these interviews revealed significant information about their interactions

with the iPod Touch. I.B. said, If I just want to goof around on the Internet or check my email Ill use my

iPod Touch. This sentiment was also reflected in L.P.s interview when she stated she most frequently


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conclusion

From our literature review, research, and findings, we conclude that the iPod Touch is not currently an

effective academic aid for the typical Midwestern college student. Although the device is more than

capable to gather and organize information, there are other more qualified devices that could do so,

such as a laptop or tablet computer. There is also a recognized bias in the data, since the subject poolwas relatively small and heavily concentrated on one major.

According to Apple, the [iPod Touch] has fun written all over it. Apple markets the iPod Touch as an

entertainment device. Its no surprise that consumers purchase the iPod Touch for its high

entertainment value rather than for its academic or professional capabilities. The future, however, does

not seal the iPod Touchs fate to one category; there are many opportunities ahead for innovative

technology in the academic world.


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works cited

Bloxham , M., & Milks , J. (2010). A play date with the ipad: Real people experience the ipad . Center for

Media and Design,

Brisco, Shonda. Alex, iPods, and my wildest dreams. Young Adult Library Services 4.3 (2006): 15-17.

Academic Search Premier. Web. 27 Nov. 2011.

Chan, A., Crampton, A., & Ragusa, A. (2009). ipods aren't just for tunes: exploring podcasting as a socio-

cultural technology facilitating student experiences of higher education in rural australia.Educational

Technology and Computin, 12(5), 678-690.

Cohen, P. Big iPod on campus. Macworld 21.10 (2004): 61.Academic Search Premier. Web. 27 Nov. 2011.

Dumas, D. (2010, September 10). Multitasking 4th-gen ipod touch is finger swiping good. Retrieved from

http://www.wired.com/reviews/2010/09/ipod_touch_2010/

Dunham, G. (2011, April 05). The Future at Hand: Mobile Devices and Apps in Clinical Practice.The ASHA

Leader.

Hlodan Oksana Mobile Learning, Anytime Anywhere BioScience Vol. 60, No. 9 (October 2010), p. 682

Published by: University of California Press on behalf of the American Institute of Biological Sciences.

Pasnik, Shelly. iPod in Education: The Potential for Teaching and Learning. One in a series of iPod in

Education white papers. 2007.

Pattern, K.B., & Craig, D. (2007). iPods and english-language learners: A great combination. Teacher

Librarian, 34(5), 40-44

Read, Brock. "Seriously, Ipods Are Educational." Chronicle Of Higher Education 51.28 (2005): A30-A32.

Academic Search Premier. Web. 27 Nov. 2011.

Rosenberg, D. (2009). Platos iPod. Independent School, 68(2), 92-95.

Selfe, Cynthia L. Technology and Literacy in the Twenty-first Century: the Importance of Paying Attention.

Carbondale, IL: Southern Illinois UP, 1999. Print.

Weiss, T. R. (2009, August 12). College textbooks hit iphone, ipod touch. Retrieved from

http://www.pcworld.com/article/170075/college_textbooks_hit_iphone_ipod_touch.html

100 Ways To Use Your iPod to Learn and Study Better Online Education Database

http://oedb.org/library/features/100-ways-to-use-your-ipod-to-learn-and-study-better February 2008.
http://www.wired.com/reviews/2010/09/ipod_touch_2010/http://oedb.org/library/features/100-ways-to-use-your-ipod-to-learn-and-study-betterhttp://oedb.org/library/features/100-ways-to-use-your-ipod-to-learn-and-study-betterhttp://www.wired.com/reviews/2010/09/ipod_touch_2010/

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