In my district, we’re getting ready to follow in the footsteps of others that have launched iPods for use with English Language Learners. We’re targeting 2 high schools and 2 middle schools. It is an exciting time. What’s neat is that the idea of using iPods with English Language Learners is pretty well-established now. Several school districts are already doing it in the San Antonio area, including Judson ISD. Others are planning to launch, and San Marcos Consolidated ISD–which isn’t too far away–has led the way (as shared in this podcast).

Consider this paper on the subject:

Current technology offers new opportunities to increase the effectiveness of language teaching. The purpose of this paper is to outline how one such technological innovation, the iPod, used with the iTunes and iLife software, can serve as a powerful tool for teaching and acquiring languages. With its unique features of portability, ease of use, and file storage capacity combined with its ability to deliver audio as well as text, images, and video, the iPod holds the promise of revolutionizing the way languages are acquired both in and out of school.

This paper will:
• Outline a basic framework for understanding how iPod and iTunes can be used in
language education, consistent with current theories of second language acquisition and
bilingualism
• Review research findings that support this framework for using iPod in K-12 schools
• Discuss ways in which the iPod, iTunes, and iLife software can be best used to support
language teaching
• Give examples of the use of the iPod in language education
• Provide recommendations for further reading

And/Or, Learning English with iPods, Strategies for ELL: iPods for Fluency.

This diigo’d article below makes it possible for researchers to find out if downloading and listening to a podcast of K-12 education is going to be as effective as university students doing the same thing. So, any researchers out there up to doing this kind of research in K-12 schools, especially considering that there are plenty of folks using iPods with English Language Learners?

    • New psychological research suggests that university students who download a podcast lecture achieve substantially higher exam results than those who attend the lecture in person.
    • Podcasted lectures offer students the chance to replay difficult parts of a lecture and therefore take better notes, says Dani McKinney, a psychologist at the State University of New York in Fredonia, who led the study.
    • “It isn’t so much that you have a podcast, it’s what you do with it,” she says.
    • Launched less than two years ago, Apple’s iTunes university offers college lectures on everything from Proust to particle physics to students and the public. Some universities make their lectures available to all, while others restrict access to enrolled students. Some professors even limit downloads to encourage class attendance, McKinney says.
      To find out how much students really can learn from podcast lectures alone – mimicking a missed class – McKinney’s team presented 64 students with a single lecture on visual perception, from an introductory psychology course.
    • Students who downloaded the podcast averaged a C (71 out of 100) on the test – substantially better than those who attended the lecture, who on average mustered only a D (62).
      But that difference vanished among students who watched the podcast but did not take notes.Students who listened to the podcast one or more times and took notes had an average score of 77, McKinney says.

Posted from Diigo. The rest of my favorite links are here.