iPod Lab Deployment ( Part II )

First Use of iPod Lab

Today we took the plunge and gave our sign out iPod lab a test run. We used a set of 15 iPod Touch devices in a Spanish III class at the High School.  Two separate periods used the devices. Students worked in groups of 3 or 4 and all tasks were completed in a 44 minute period.

Tasks:

  1. Record video of your group singing a verse of Old MacDonald’s Farm in Spanish with your group’s assigned animal. (Students had practiced the song prior to this class period)
  2. Take a still photo of your group
  3. Edit the video using the app Splice. Your finished product should have:
    1.  a title slide with your animal name
    2. the video clip of your group singing
    3. the photo of your group
  4. Email the edited video to the teacher

Group singing song in Spanish

Once class started, we briefly showed how to record video with the iPod by showing a video I had created and uploaded to YouTube.

Groups were handed out their assigned iPod number and were given 15 minutes to record their song clip. We spread the groups out into a neighboring empty room to reduce background noise. Once the 15 minutes was over, all the groups returned to the classroom. We distributed an Editing with Splice guide sheet for the students and displayed the requirements for the edited video on the board ( title, video, photo) .  The guide sheet also directed the students on how to email the video to the teacher. The teacher’s email address had been previously synced to the iPods as a contact, so the name would auto fill as they began to enter it in.

Thoughts and Comments

Students were very much on task during the class period. While several students have their own iPods or iPhones, there were still some students who needed help with the interface when using the iPod. The editing task did end up being mostly a one student job; however, the entire editing process took only about 3 minutes. Emailing the videos to the teacher went smoothly. One group did have a delay of about 8 minutes until the video appeared in the teacher’s inbox.

I have done similar activities before with Flip Cameras. The main difference is that the same activity with Flip cameras would end up taking two class periods – 1 to record and 1 to edit . Using the iPods allowed the students to record and edit on one device, without having to try and schedule computer lab time too.

Emailing the videos will only work with small file sizes. Our videos were about 1 minute long, anything longer will not be able to be sent by email. Dropbox will end up being the mode of delivery at that point, which I will be trying out with a class in a few weeks.

Our Spanish teacher, Cora Roush, has her students keep an electronic portfolio using Weebly. She will be uploading the student videos to SchoolTube, which will allow her students to embed their group’s video onto their webpage. One of the group’s videos can be seen here:  Sample Video

The lesson went very well. While there was a lot of initial set up I had to do with the iPods concerning email, future uses will require little prep. The students were able to use the technology without any delays from task to task, which allowed them to complete all the requirements in one period. This smooth transition should allow for easier integration with future lessons. The videos were nothing complex, but they are a form of authentic assessment. What better way to assess world language skills then listening to students speak ( or in this case sing ) in the language they are learning !

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About John Sengia

Instructional Technology Specialist for a school district in York County, PA. Former science teacher. Looking to help teachers use technology naturally with their teaching instead of trying to "add it in" .
This entry was posted in Handheld Devices, iPod, Video and tagged , . Bookmark the permalink.

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