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Enhancing Academic Success of English Learners Using iPods in School

This study explores the impact of technology-based advance organizers, specifically iPods, on the academic success of English learners. Conducted at the California Museum with 240 fourth-grade students, the research involved two groups experiencing different approaches. Group One engaged with class-wide videos to frontload vocabulary, while Group Two utilized their own iPods to watch bilingual podcasts. Post-assessment results indicated that Group Two performed significantly better and showed increased engagement and excitement about learning, highlighting the effectiveness of personalized technology in education.

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Enhancing Academic Success of English Learners Using iPods in School

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  1. I get to use an iPod in school? Using technology-based advance organizers to support the academic success of English Learners By: Elsa Billings & Carla Mathison

  2. Using iPods to increase engagement and student achievement • Camp at California Museum • Spread out over several weeks • Activities that connected to state standards • 240 fourth grade students • Split into two groups • Students took a Pre-Assessment The Study

  3. Before the activities: • Students watched videos as a class • Videos frontloaded vocabulary and important information for the activities • Videos were in English Group One

  4. After the activities: • Students watched videos as a class • Videos reviewed the activities and main information • Videos reviewed main vocabulary • Videos were in English Group One

  5. Before the activities: • Students were given their own iPods • Students watched podcasts on their iPods • Podcasts frontloaded vocabulary and important information in the activities • Podcasts were in English and Spanish Group Two

  6. After the activities: • Students watched Podcast videos • Videos reviewed important information • Videos reviewed main vocabulary • Videos were in English and Spanish Group Two

  7. Students took a Post-Assessment • Students in group two performed better • Students in group two were more engaged • Students in group two were more excited about the activities Findings

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