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III. ACTION PLAN:    A. Technology Access    B. ICT Literacy    C. Professional Development    D. Community Involvement     [Data]

ICT Literacy Toolkit
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1. Standards
2. Research
3. Case Studies
4. ePortfolio Support
5. Presentations
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Effective Projects Case Study


Using iPods to enrich the literacy program in first grade at Claremont School District


This is a story about a project that started 9/1/2007.

For more information, please contact: Kristen Reed at


Students in my heterogeneously mixed first grade classroom use iPods to enrich their literacy learning. The activities students participate in are: listening to stories and then doing activities related to the story, a Reading First listening center (listen & do activies focused on phonics, phonemic awareness, vocabulary, fluency, and comprehension), recording their readings (using an iPod and iTalk) throughout the year and listening to their progress. Recordings have been put in the students digital portfolios as well, some have been posted on our class blog for parents to enjoy ( This has been a great addition to our literacy program. Mid-year Rigby results have shown great improvement in my students reading.


Funding: This project was supported by $800 from NCLB Title II-D (Educational Technology) and $0 in local funds. The project illustrates how federal funding supports Technology literacy for all students - Implementing systemic changes through robust curriculum integration with technology (includes student work with digital tools, distance learning courses, etc.). The project addressed the following grades and content areas:

PreK-2 EngLangArts


The Setting: This project has taken place in a first grade classroom in Claremont, NH. Claremont is an urban community. The district is not well equipped with technology or resources. I was only able to bring this idea/project to fruition because of grant funding.


The plot: The biggest problem during the planning phase was resources. Fortunately, a grant was found that allowed us to purchase the iPods and Reading First listening center. The biggest challenge in implementation was time for doing the recordings. I tried to get a parent volunteer to help with the recordings, however no one was willing. Therefore, I have altered my schedule to make time for this.


The teachers: 1 teacher was directly involved. I have been the only teacher directly involved in this program. However, other teachers, having seen the success, are interested in implementing a similar program.


The students: Students in my first grade classroom benefited from this program in that they got to listen to stories read aloud, participate in Reading First activities that enhanced their literacy learning, read aloud and record their readings (then listening to their progress, and share part of their in school literacy life with their families via the blog...all while using current technology! As well, iPods are used in my classroom during our reading intervention time. There are always 4 students working independently on the iPods, thus decreasing the number of interuptions I get while working with reading groups.


The data: In our district we use the DIBELS and Rigby reading assessments. These assessments are done many times throughout the school year.


The difference: On both the Rigby and the DIBELS assessments I have seen great gain in my students reading abilities. This by no means is a direct correlation to the use of iPods, however using the iPods as part of my literacy program in conjunction with the core reading program and intervention supports has led to significant gains. This project has been a great addition to my reading program. Regardless of the data, the students are using current technology that most otherwise would not be using and they are having fun learning!!!


Essential conditions: I could not have completed this project without the support of my district technology staff in getting the grants and the iPods.


Changes for the future: In the future, I would like to have materials prepared to more effectively differentiate learning after listening to the stories...story response journals, story element activities, etc. I think using the assessments that we use in district is an effective way to evaluate the project.


Recommendations: I would recommend having at least 2 iPods in the classroom. As well, if you are the least bit reluctant about technology, be sure to have a tech person available to answer your questions.


Telling our story: I have shared this information informally with teachers as they have asked about it. As well, I have presented the information to the other 1st grade teachers at a grade level meeting. In July, I will be presenting this project at the National I Teach First conference.


Documents to share: none at this time