The preferred learning style of American-Indians is a constructivist approach that is student-centered rather than teacher-led. Educators would have an interest in this study as the findings may have use as an alternative teaching method assimilating constructivist teaching principles while adding diversity and valuable learning experiences to the curriculum. The guiding research question for this study focused on if there was an interaction affect between time and school type (treatment or control) on the Utah CRT math assessment. A mixed ANOVA was used to answer the research questions. This study employed a quantitative, causal-comparative study design that used a control and treatment group. The study used archived data from the Utah CRT state assessment in both math and reading from two schools on the Navajo Indian reservation. The treatment school had use of the iPod Touch, but the control school did not. In analyzing math scores, the baseline year of the control group performance was similar to the treatment group performance, and both schools declined in year one. However, by year two there was more of a separation between the control group performance (-7.87 from baseline to year two) and the treatment group performance (-3.21) showing a statistically significant impact on the treatment group (F(2, 316) = 25.01, p = 0.001, eta[superscript 2] = 0.14). The reading scores of the control school made little movement from the baseline scores to year two (0.36). The treatment school fared slightly better regarding progression (2.02), though not statistically significant (p >0.05). This study becomes the first research study to assess constructivism, through the utilization of an iPod Touch, as an effective method to teach American-Indian students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]