Using Nearpod in elementary
guided reading groups
by Stacy Delacruz, Kennesaw State University
Abstract
A student teacher placed at a school with a
high English Language Learner population used
mini iPads, and an application called Nearpod,
during guided reading instruction. Groups
of students in a fourth grade classroom used
this application. The students and the teacher
were interviewed to determine the benefits and
challenges of this approach. An analysis of data
revealed that all of the students found this type of
guided reading to be beneficial and motivating
in learning the content presented through the
application. Students also explained how they
could transfer the knowledge gained into their
independent work. The teacher discussed how
it improved organization in a guided reading
group, but how careful consideration and
planning must be done to ensure the technology
will work properly during guided reading. It is
recommended that the Nearpod application be
used in guided reading lessons because of its
user-friendliness, ability to engage students, and
monitor their progress.
Keywords: educational technology, English
Language Learners, guided reading, iPads,
Nearpod, tablet computers
L
iteracy in elementary classrooms is evolving
and changing to reflect the knowledge of
digital natives. Students who were born into
the digital world, and who are used to receiving
information at a fast pace, are referred to as
Volume 58, Number 5 TechTrends September/October 2014
digital natives (Prensky, 2001). Digital natives
continue to gain access to the latest technology.
According to a Nielson survey of adults with
children under 12, in households that own
tablets, seven out of ten children used the tablet
(Nielson, 2012). Fifty-seven percent of parents
surveyed mention that their children use tablets
to access educational apps (Nielson, 2012).
Not only are tablets used at home, but they are
increasingly being used in schools.
Using iPads or other tablets in elementary
classrooms as tools for reading has yielded
positive results. Studies have indicated that
students who use digital tablets for reading
make reading gains, focus more attention, and
show an increased motivation to read (Larson,
2010; McClanahan, Williams, Kennedy, & Tate,
2012; Siegle, 2012). Additional research reveals
that digital tablets assist struggling readers. The
tablets support comprehension by allowing
students to manipulate the text size, use text-to-
speech options, and access a dictionary (Larson,
2010). Being able to physically manipulate these
features may help young learners understand
more of what they read.
Painful budget cuts in nationwide schools
have made it difficult to fund a classroom set
of tablets (Chadband, 2012; Hill, 2011). The
National Education Association reports that
Bring Your Own Device (BYOD) programs have
been piloted in Ohio, Georgia, Minnesota, and
Texas (Chadband, 2012). Students are already
bringing their own device (Smartphone, iPad,
63
 laptop) to classes. Planning, implementation,
and professional development are key in making
BYOD programs successful (Chadband, 2012).
Equipping teachers and students with knowledge
about useful educational tools and apps prepares
them for learning opportunities. Teachers can
take advantage of these instructional devices
by encouraging students to download the free
Nearpod app to use in conjunction with course
instruction. Teachers who have access to iPad
carts can download it onto all of the iPads for
convenient classroom use. Additionally, if devices
are limited in a school, teachers can apply for
classroom grants that support these purchases.
Nearpod Utilization in Classrooms
Nearpod (www.nearpod.com) is a free app
available for the iPad, iPod touch, and iPhone.
Educators could use it to create interactive
presentations. These could be embedded with poll
questions, videos, slides, and quizzes. The system
works in iOS, Android, and in most web-enabled
settings. Its platform allows a secure sharing
environment. This app is used for synchronized
learning among a group of iPads in a classroom.
Teachers could assess student learning in real
time. Students launch the Nearpod presentation
through their device, but the teacher remains the
controller of the slides and presentation (Schwab,
2013). The SilverFree edition allows teachers to
create and store 10 self-created presentations for
free, while the Gold and School editions can be
purchased to give unlimited presentation storage
and more access.
Before using Nearpod in the classroom,
it is important for the teacher to visit www.
nearpod.com for an instructional overview of
the app. The overview and tutorial videos are
also available once the app is downloaded on the
device. The teacher must first create an account
with a username and password which is used
to store future presentations. Once the teacher
creates a presentation, a student code will appear
at the top. Teachers give students that code to
enter once they launch the app, and that code
will log students into the presentation.
As students login, they are asked to list their
name. This information is needed to monitor
students progress as they answer poll questions,
draw, or take quizzes. After the student enters
his or her name, the teacher controls each
slide by hitting a share button on the teachers
main device. Synchronous learning occurs as
each students device moves along when the
teacher shares the next slide. The Nearpod app
has been dubbed the powerpoint on steroids
(Emerson, 2013). The additional features,
64 TechTrends September/October 2014
besides presenting only slides, is changing the
way lessons are delivered.
Nearpod was launched in summer 2012. It
has registered 95,000 teachers, with over 500,000
students downloading the mobile apps across
100 countries (Emerson, 2013). Despite its new
popularity, little research has been conducted on
this mode of learning for K-5 learners. Although
there have been reports on how teachers have
responded to using the Nearpod app in the
classroom, little to no research has been done
regarding how elementary students respond to
using the app within their studies. This study
aims to add to the literature base on how this
platform could be used within guided reading
groups in elementary classrooms.
Guided Reading Framework
Balanced literacy is a framework that
incorporates all modalities of reading and
writing in the classroom. Guided reading is
an instructional part of a balanced literacy
program in the elementary classroom. Fawson
and Reutzel (2000) hailed guided reading
as a best practice and discussed how it has
become one of the most significant and popular
contemporary reading instructional practices in
the United States (p. 84). Fountas and Pinnell
(1996) described guided reading as instruction
involving small groups of four to six children
who have similar reading strengths and needs.
Groups in primary grades (K-2) typically meet
three to five times a week for 15-30 minute
sessions. Intermediate grades (3-6) usually last
about 30-40 minutes because the texts are longer
and more complex.
The teacher facilitates guided reading
groups by scaffolding instruction through the
use of a set of leveled texts based on students
needs and interests. Leveled texts have language
that developmentally match the syntax and
organization of emergent, beginning, and fluent
readers speech (Avalos, Plasencia, Chavez, &
Rascon, 2007). Teachers use running records to
assess students reading levels in the classroom.
Based on the results of the running records, the
students are grouped according to reading level.
This group is their guided reading group.
A key component of guided reading is
matching the text to the reader. Vygotsky
(1978) coined the term, the zone of proximal
development, to refer to the distance between
the current developmental level of the student,
and the potential development level (which is
possible with the assistance of a teacher or more
capable peer). Within guided reading, the text
is just difficult enough to offer opportunities
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