Kevin

Deissler
Boise State University
EdTech 503: Instructional Design
Dr. McGrath
January 14, 2016


Utilizing iPads to create a third grade book on animals and their characteristics

Table of Contents:
Part I: Topic
Stated learning goalp. 3
Description of the audience.p. 3
Part II: Analysis Report
Needs Analysis Data..p. 3
The Data.p. 4
Description of the Learners....p. 5
Learning Context Description.p. 5
Transfer Context..p. 6
Learning Task Analysis.p. 6
Research Page Screenshots.p. 7
Book Creator Example.p. 9

Part I: Topic
Stated Learning Goal:
Third grade students will be able to utilize mobile technology to create a class book on animals. Each
student shall create their own section, detailing different animal characteristics, pictures, and citations.
The finished product shall be a new class resource.
Description of the Audience:
Third grade students will be the focal audience throughout this project. The class is a heterogeneous
mix of boys and girls across a broad learning ability spectrum.
Part II: Analysis Report
In order to get an idea of where my students are at, I need to collect data about my students. That
begins with a Needs Assessment Survey. Because I also teach my students in a special area class
(technology), I have a pretty good idea as to how they understand and use our network and our
computers. What would help this project be successful is to tailor questions on a survey towards their
overall use of technology. Even though the project will be completed using iPads, I included questions
about how the students use our network. I believe that understanding how students reflect on how
they navigate our network could tell me how they would navigate an iPad. While an iPad could be
easier to navigate, the students will still need to do it independently. The students attitudes towards
these technologies also need to be considered in order for success. If the students are reluctant to use
iPads, or are uncomfortable using them, their success may flounder.
The Survey
A Needs Assessment Survey was performed on October 6th, 2014. Third grade students took the survey
online using a Google Form. The Form was embedded onto my website for easy access and took them
approximately 10-15 minutes to complete. Students were asked if they have access to a mobile device
at home, how often they use the Internet for their schoolwork and what types of software theyve used
this year. They were also asked to rate their own skill levels with navigating our network and their
overall use of technology.

The Data:
Mrs. R.s third grade class is made up of 25 students, 15 of which are boys, and 10 are girls.

Class Demographics

Class Demographics
16%

40%

Boys

60%

24%

4%
Boys

56%

Girls

Girls
Girls Needing Support
Boys Neeting Support

Breaking down the boys and the girls even further, of the 40% of girls in the class, 16% of them need
supports through Individualized Education Programs (IEPs), or through a Handicapped Student Service
Agreement. Of the 60% of boys in the class, only 4% require such support. That means that 20% of the
class, looking past skill level, will need some sort of accommodation or scaffolding throughout this
project.
Because the project will be done using iPads, I was curious what the skill level for the students using
tablets. Skill level begins with exposure, so I asked the kids how many of them had access to tablets or
Smartphones.

Students with Access to Tablets or

Smartphones

25

25

20

15

15
12

10

10
6

Boys

Girls

Access to
tablet/Smartphone
Number of Students

5
0
Students

Only 12 students had access to these devices. Whats curious is that I followed up this question with
how many students have access to mobile technologies, which included laptops and 16 students, or 64%
of the class had access to those. Overall, nearly ALL of the students have access to some sort of mobile
technology. Its important, however, to think about the operating system for each of these mobile
devices. Since iPads use the iOS operating system, it would be beneficial to separate mobile devices into

Android and iOS categories. This would be a better question to ask if I re-survey the students, however,
Im not sure third graders would be able to identify operating systems.
92% of students agree that technology makes schoolwork easier. 84% of students believe that they do
better on their schoolwork when engaged with technology. I believe that there could be outliers in this
data due to students not understanding the question or not feeling confident with our own network,
which would not play a factor in this project with the iPads. Both of these sets of data also tell me that
they may be accounting for the students that need additional assistance or the students that struggle
because they need extra accommodations.
9 out of the 25 students cannot create a multimedia project on their own without help. While the
remaining students dont specify the projects they can create on their own, a handful of students had to
ask me what the word multimedia, meant. There may be ambiguity in this result.
When asked about how well they can navigate our own districts network, an overwhelming majority
stated that they could do so, with help. They are in the grade right now where we really start to focus
on network navigation, so I could see why there would be a low level of confidence with this scenario.
Description of the Learners:
From the technology curriculum standpoint (which I teach), these students are just entering the realm of
network navigation to prepare them for the middle school. There is a significant difference with using
iPads on our network, so for this project, we will need to focus on mobile learning, which is something
they will do more of in fourth grade. Based on the data, a number of students understand how a tablet
works and may be able to figure out how to navigate the system. These stronger students may need to
sit with the weaker ones and guide them throughout the project. Partners or teachers may be needed
for the five students who need accommodations to check in throughout the research and creative
process. The students need direction to accomplish tasks, and if little direction is given, there is
difficulty in producing a final product. Check lists and check-ins should be necessary for this class to
keep them on pace to finish the project. They will enjoy this project and will learn from it based on the
data.
Learning Context Description:
The students in Mrs. R.s class will be learning in two different places, the library and class. Their goal is
to research characteristics about different types of animals. To do so, they may use either the books in
the library or the Safari web-browsing app on their iPad. They will need instruction on how to do both,
which makes a few trips to the library a necessity. Students will need direction on accessing our
network through Safari and navigating the Web. An Apple TV in the classroom would be ideal for this
particular lesson. Students may be working with partners or near each other, but because theyre using
mobile technology, it makes it possible for students to work in a place other than their seats. They may
be able to look around the room at previous projects about animals theyve done for inspiration on their
project. Working throughout the room would also enable teachers to observe and check in with
multiple students more casually.

Transfer Context:
After students have created a book using the Book Creator app, they will ideally be able to create any
future books. We need kids to enjoy writing and this project allows them to write differently than what
they are used to on paper. The benefit to a book like this, and its all dependent on how far the teacher
wants to take it, is that kids can publish their books to iBooks for family members to go and download
and share with each other. It allows kids to know the joy of producing a project for others to read and
enjoy. It also teaches them that they can navigate an iOS product; its beneficial to understand multiple
operating systems because each one challenges your ways of thinking in different ways.
Learning Task Analysis:

Because not all students may be familiar with how our iPads connect to the network through our filter,
there should be some time built in for the teacher to demonstrate the workings of the iOS system within
our network. The teacher should also lead each portion of the project with ample demonstration. Once
the research portion is completed, the students should have an easier time transferring the information
into the Book Creator app.
The following are screenshots of what the research page will look like:

Using the Book Creator app (https://itunes.apple.com/us/app/book-creator-for-ipadcreate/id442378070?mt=8), students will begin to put their research into book form. Beginning with the
title, the kids can begin to get creative about their subject, even including a picture about them!

Students can continue on transferring their information from their notes sheet onto each page,
including a citations page at the end.


Students can now go into iBooks and read their own book. They can pass around their iPads to others
for them to read before the teacher pulls them downloads them in a PDF format. After we put them
together in one document, we can use a site like https://www.lulu.com to upload a final class textbook
for families and friends to enjoy!