Teaching and learning with iPads for high school students with disabilities (CEC 2013 Presentation)
1. TEACHING AND LEARNING WITH IPADS FOR
HIGH SCHOOL STUDENTS WITH DISABILITIES
The University of Texas at Austin
Minwook Ok & Joan E. Hughes
Council of Exceptional Children (CEC) 2013
2. Background & Rationale
• Technology-based instruction can support students with
disabilities to enhance their academic
learning, motivation, attention, on-time task and
independence (Bouck & Flanagan, 2009; Fitzgerald, Koury, & Mitchem, 2008;
Woodward & Rieth, 1997)
• iPads have gained popularity recently and
researchers, parents, teachers have demonstrated iPads
can be useful tools for teaching students with disabilities
(Nirvi, 2011)
• However, there is little empirical research investigating the
effects of using iPads in the teaching and learning of
students with disabilities; More research is required
3. Purpose & Research Question
• To understand the recent phenomenon of iPad
integration into PK-12 schools, especially in a
special education class
• How do iPads support teaching and learning in a
modified high school biology class?
4. Participants and Setting
• A special educator
o 11 years teaching experience in special education
o Teaching a modified biology class
• Four students
o 9th - 10th graders
o 2 students with LD, 1 student with TBI, 1 student with CP
• High school in an affluent suburban area in US
o Serves 2,500 students
o 74% White, 11% Hispanic, 10% Asian, 4% Multi-Race, 1% African-
Americans, 3% economically disadvantaged, 2% ELL
o High achievement school
o Invests heavily in digital technologies for classrooms
o 1:1 iPad initiative started in May 2011
• A modified high school biology classroom
5. Research Design
• Qualitative research design: Ethnography
• Data collection
• Field notes of weekly observation in classes
• Formal teacher interview at the beginning and at the end of
semester
• Informal chats with the teacher
• Duration
• One academic semester (Feb-May in 2012)
6. Modified Biology Class
• Teaching basic cellular chemistry (e.g., atoms, molecules, bonding
animal cells, cellular respiration, ATP production, classification system, human
systems, organization of life)
• Duration: 45 minutes
• Biology class can be difficult for students with disabilities
because of difficult vocabularies and concepts
• Designed to help students with disabilities to learn biology
• Small group instruction class
7. Teaching and Pedagogy
• Teacher
o Built personal rapport with her students
o Has passion about teaching students with disabilities
o Built classroom environment where students can feel safe; if they make mistakes
they are not going to be ridiculed. Safe place to try and learn
o Likes to integrate technology in her instruction
• Mainly provided “Small group, direct instruction with class discussions”
o A teacher opens PDF class notes on Smartboard, provides lectures on
concepts, fills out the blanks on the note, asks questions to students; students are
asked to open the notes on their iPads and take notes followed by the teacher
• Teacher believes iPads enhance more student-centered instruction and
project-based learning
• Break down to smaller contents, Review contents, Re-teach if
needed, Various materials (e.g., PDF class notes, textbooks, video, pictures)
8. Use of iPads in Teaching and Learning
• Mainly rely on using PDF files (class notes, tests, test review
materials) to take notes during class or work on tests on
their iPads
• E-mail communication
o Teacher sends class notes or test to students
o Students send homework/completed test to the teacher
o Teacher provides frequent feedback
o Teacher sends class notes to students who miss class
o Student group work
9. Use of iPads in Teaching and Learning
• Apps
o Screen Chomp: Whiteboard app - Formative assessment
o Noterize: Note taking app- Personalized document (e.g., different color, handwriting)
o Voice flash cards- Auditory scaffolding
o Edmodo: social secure learning network, class site
o Lab app (Toss-up): 3D coin-toss up for teaching gender probability
o Dictionary, spell checker, calculator
o iMovie: Develop student project
o Facetime: Student group work
• Web-browser use
• Edmodo (a free social secure learning network for teachers and students)
• E-mails
• Search information
10. Assessment
• At least two short quizzes per chapter, frequent pop-quizzes
• Multiple choice, short answers, fill out
blanks, vocabularies, open-ended questions
• Assessment tools
• Edmodo (Teacher uploads pop-quiz, test review, or announcement)
• Noterize app (Open test file on the app to complete test forms)
• Extra credit: Screen-chomp app (formative and summative assessment-
students can create a short video to show their knowledge of contents)
11. Advantages
• Mobility & Extended learning (learn anywhere & anytime)
• Communication (send notes to students who missed class; enhance teacher-
student/student-student interaction; increase feedback)
• Engagement & Motivation
• Organization
• Collaboration (Facetime, Edmodo, e-mail)
• Easy accommodation for individual students (e.g., larger
font, different color); No need to go to testing center (e.g., read aloud
test)
• Independent study tool (providing scaffolding)
• Builds Confidence
12. Barriers
• Limited time for professional learning
• Charging & Updating (going things slow down)
• Limited Memory
• No Flash capability (does not work with Smartbaord)
• Distractions & off-task behavior
o Classroom management: need to teach what is appropriate use
o If parents asked to take their child’s iPads because of addiction or
inappropriate use of iPads, the students cannot use iPads
13. School Support
• Set up Wi-Fi
• Professional learning (workshops, conference, training)
• Provide teachers iTunes cards to purchase apps
• Provide technical support
• Support teachers to have enough time to be familiar with
iPads; Minimal pushback
15. Limitations, Implications for Practice, Future research
• iPads can be useful tools in teaching and learning for students
with disabilities; more research is required to investigate how
iPads can be effectively used to support students with
disabilities
• School-district level support is important
• Teachers need to teach students appropriate use of technology
• Longitudinal study is required for deeper understanding
• Various special education class settings (e.g., life skill, modified English)
• Investigate effects of using iPads with younger students
(elementary or middle school students)
16. References
• Bouck, E. C., & Flanagan, S. (2009). Assistive technology and
mathematics: What is there and where can we go in
special education. Journal of Special Education Technology,
24(2), 17-30.
• Fitzgerald, G., Koury, K., & Mitchem, K. (2008). Research on
computer-mediated instruction for students with high
incidence disabilities. Journal of Educational Computing
Research, 38(2), 201-233. doi: 10.2190/EC.38.2.e
• Nirvi, S. (2011). Special education pupils find learning tool in
iPad applications. Education Week, 30(22), 16-17.
• Woodward, J., & Rieth, H. (1997). A historical review of
technology research in special education. Review of
Educational Research, 67(4), 503-536. doi: 10.2307/1170519
Notes de l'éditeur
Interesting, unique, organization, portability, new way to learn, review, study any time, anyplace, communication, learn about new technology, collaboration, confidence