Assignment #2 - Critique #6

Cumming, T., Rodriquez, C., (2013).  Integrating the iPad into Language Arts Instruction for Students with Disabilities:  Engagement and Perspectives Journal of Special Education Technology JSET, 28(4).



As I have stated previously in other posts, I am a Special Education Facilitator at my school and am very passionate about my job. 

Like other articles I have read for this assignment, I chose this one because it peeked my interest.  I hoped to gain more insight into the how assistive technology, specifically iPads, were being used to support the learning of students with disabilities.

"The aim of this particular study by Cumming and Rodriguez was to determine the impact of using iPad technology during language arts instruction on the academic engagement of students with language based disabilities."  The researchers focused on three specific questions:

 

1. Will using a language-building application on a tablet device influence the academic engagement of students with language-based disabilities during language arts lessons?

 2. What is the level of teacher and paraprofessional satisfaction with using the tablet devices and language building applications to supplement language arts classroom instruction?

3. What is the level of student satisfaction with using tablet devices and language-building applications to supplement their language arts classroom learning?

The candidates selected to participate in this study were all boys who had language-based disabilities and identified as English Language Learners (ELL).  Each student needed support to improve their language arts skills. 

 

Interestingly, the boys were very excited at the onset of using iPads in their classrooms for educational purposes.  They were engaged with the technology and were able to utilize it independently.  Their level of academic engagement increased compared to when the boys completed pencil and paper tasks.  This was shown by a decrease in verbal prompting that was needed to keep the boys' focus. 

However, after weeks of using the same app, Language Builder, one of the boys stated that "He got bored and his head hurt."  indicating a decline in interest and apparently a robotic approach to completing the assigned tasks they were given. 

Despite these facts, the repetition of using the same app did prove successful in that the boys' language skills showed improvement over time. 

For me, research like this is very exciting and helps to bolster the support of implementing iPads in the classroom to support the learning of students, including those with disabilities. 

I look forward to the upcoming trials and tribulations as my school embarks on its own journey of implementing iPads to assist students who are in need.  I have already witnessed the iPad making a difference for several students at my school.

For instance, a little boy in Senior Kindergarten has been recently diagnosed with severe appraxia of speech.  According to American Speech-Language Hearing Association, "Childhood apraxia of speech (CAS) is defined  as a motor speech disorder. Children with CAS have problems saying sounds, syllables, and words. This is not because of muscle weakness or paralysis. The brain has problems planning to move the body parts (e.g., lips, jaw, tongue) needed for speech. The child knows what he or she wants to say, but his/her brain has difficulty coordinating the muscle movements necessary to say those words." 

At present, this little boy is using Proloquo2go to effectively communicate with staff, peers and family both at school and home.  In addition, he independently utilizes Pic Collage to show his family what he has done at school.  This app enables the boy to contribute to family discussions around the supper table about his day at school which was a goal his parents desperately wanted to achieve.   





Another student in my school uses her iPad in a variety of ways throughout her day.  She is in Grade 3 and intellectually disabled. She presently uses the iPad to display her visual schedule which assists with maintaining her focus on what her present job is, Picture Card Maker Plus that she utilizes to communicate and Dexteria Junior to improve her fine motor skills . In addition, this student uses a variety of apps to supplement her literacy and numerous skills.  She loves her iPad!



Finally, a little boy in Grade 2 who has albinism and is legally blind uses his iPad with apps like
PaperPort notes to complete tasks in the classroom and the magnifying glass to enlarge images, text, etc for a better visual .  In addition, the built accessibility features have enabled us to individualize his iPad with Voice Over and Color Input to better meet his needs.  Prior to implementing his iPad, this student struggled to complete pencil and paper tasks and read.  He relied heavily on the teacher for support.  Now, with this iPad and the apps purchased to meet his needs, he is becoming much more independent and advocating for himself.  It is truly amazing!    


In closing, I am super excited to be on this educational journey.  I am learning so much about how to support students with varying needs in our diverse classrooms of today.  Through meaningful discussions, videos, reading material and personal experiences, I understand the benefits of UDL and AT and how both are critical within our education system.  I am more knowledgeable about how AT supports our students; specifically the iPad.  However, I also know that a big challenge with the iPad will be staying abreast of all the available apps that can be utilized to meet the wide variety of learners within my school.  An additional challenge will be ensuring that appropriate matches are made between the user and the AT device.  Therefore, careful consideration will be needed to increase the chances of success rather than failure.  Finally, I have to take the implementation process at a pace that is manageable for everyone involved.  Implementing iPads before staff or students are ready would only lead to disaster.  Time will be needed to ensure comfortability levels are acquired with the iPads, the apps and their uses.  Keeping in mind that this implementation process will not be happening over night is important.  I need to remember that....slow and steady wins the race!

    

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Assignment #2 - Critique #5

Rodriguez, C., Strnadova, I., Cumming, T. (2013). Using the iPads with students with disabilities:  lessons learned from students, teachers and parents.  Intervention in School and Clinic, 49(4), 244-250.

As I have stated in previous posts, my school is on its own educational journey with implementing iPads for students who have various needs.  Hence the reason why I chose to read this informative article. 

Acknowledging the positive impact assistive technology has for all individuals, especially those who have specific disabilities is critically important.  Classrooms today are diverse and being able to meet the learning styles and needs of all students can be a challenge.  Therefore, as I read the article, I was inspired and excited about the positive language that was consistently used to describe the implementation process and how students, parents and teachers perceived assistive technology in the classroom.  Whether it was an ipod, iPad, smartphone or another mobile device, everyone was excited and engaged with the technology. 

Over the past few years, proof has been established that AT is supporting students with disabilities in a variety of ways including: 

"1. the technology is open-ended and can be individualized for each user
2. due to their ubiquity, mobile devices will garner minimum negative peer attention
3. many teachers, parents, and students already own mobile devices, minimizing the learning curve
4. the devices are easy to maintain across environments"

These positive statements continued throughout the article.  So, I decided to access a tool that I was introduced to throughout this course and created a Wordle based on the positive terminology used to describe AT use in the classroom.



Truly amazing that such a tool can be so purposeful and useful to so many.  This article has inspired me to continue my stance with fellow colleagues throughout my board about the successes of implementing iPads into our diverse classrooms of today.

With that being said, I am also aware of some challenges that must be taken into consideration in order for a successful implementation of iPads is to occur.  You definitely can not put the horse before the cart or else the end result with be disastrous for all involved. 

Therefore, I think it is very important to take note of the various challenges the authors have noted while researching the implementation of AT in our classrooms.  They stated:

1. anticipate barriers ahead of time and remove them as part of the planning process to increase the chances of a successful implementation
2. ensure assistive technology training for both teachers and parents
3. provide professional development for teachers that are concerned with instructional integration of the technology
4. decide who is purchasing and maintaining the devices and their applications
5. ensure communication between school-home is a collaborative effort
6. support the student and AT device while transitioning across environments

I really appreciate the Worksheet for Planning for Mobile Technology in the Classroom.  It is a useful  piece of documentation that can assist with the implementation process.  I plan on showing my Administration on Monday. 

I look forward to the next few months at my school.  I anticipate lots of meaningful dialogue with staff and students, excitement about the technology and how it will enable students to demonstrate their knowledge and skills on content being explored but most importantly, I am thrilled just thinking about how equally accessible the learning experiences will be for all the students.  Super exciting! 

Below is a youtube video showcasing iPads being implemented in schools and the power these devices have with meeting individualized needs and differentiating assessment.

http://www.youtube.com/watch?v=VGTdG9oc1hM

Assignment #2 - Critique #4

 

 

Rose, D., Hasselbring, T., Stahl, S., & Zabala, J. (2005).  Assistive technology and universal design for learning:  two sides of the same coin.  In Handbook of Special Education Technology Research and Practice, (pp. 507-518).  Knowledge By Design Inc.

Being a Special Education Facilitator in my rural school, this article peeked my interest since the topic surrounded AT for individuals with disabilities and ensuring equally accessible UDL spaces for all.  In addition, I am always seeking current information about technology in today's diverse classrooms.  Our school is just beginning to implement iPads into the classrooms for students with learning disabilities, visual impairments, autism and communication needs.  We are extremely excited about this endeavour and want to do it successfully.   

For me, this article helped to solidify my understanding of Assistive Technology and Universal Design for Learning.  So, exactly what is AT and UDL?

"Assistive Technology (AT) is technology that increases, improves, or maintains the functional capabilities of students with disabilities.  Usually it is specifically designed to assist individuals with disabilities in overcoming barriers in their environment and in increasing their opportunities for independence." 

Universal Design for Learning (UDL) and its principles were originally intended to support architecture; ensuring buildings were accessible for all individuals prior to their conception regardless of whether or not they had a disability.  "The focus of UDL is the learning environment rather than any particular student.  Its purpose is to identify potential barriers to learning in a curriculum or classroom and to reduce such barriers through better initial designs, designs with the inherent flexibility to enable curriculum itself to adjust to individual learners."

A quick youtube video about UDL is included to further support the definition above. 

 

http://www.youtube.com/watch?v=xTShQyw3m80

Both these terms, AT and UDL, have been known to me, however, as I continue my educational journey I am learning that these two terms have overlapping goals and both are critical in education since both AT's and UDL's guiding principle is "increasing the access, participation, and progress of students with disabilities in our schools."  This is exactly what our board and school is trying to do with the implementation of iPads for students with various needs. 

One barrier that the authors of this article discussed in great detail was copyright laws that boards, schools and students are encountering when trying to access textbooks in a format other than print.  For instance, a student trying to access a text book in braille in a timely manner.  This barrier definitely hinders access for all students; therefore does not agree with UDL principles.  Various organizations in the States have been established to better support and advocate for students with disabilities including The National Instructional Materials Accessibility Standard (NIMAS) and Individuals with Disabilities Education Act (IDEA).  Both organizations recognized the powerful influence technology has for individuals with disabilities with regards to supporting their individual strengths and needs, accessing curriculum, fostering independence as opposed to dependence

and being able to demonstrate their knowledge and skills.  However, they also recognized that equal access to curriculum by students with disabilities was not happening in a timely manner and this was unacceptable. 

Over the years, progress has been made.  NIMAS and other partners have been working hard at paving the roadway for others to ensure that educational material for boards, schools and students are accessible to all its users, not just those with disabilities.  Definitely a guiding UDL principle which is extremely important in the education system.  According to the authors, more work is needed to ensure that "AT and UDL maturation and advancement develop symbiotically.  When UDL and AT are designed to co-exist, learning for all individuals is enhanced."

Another youtube video is inserted to support the research and dialogue surrounding the statements that AT in the classrooms is making a difference; specifically the iPad, for both staff and students.

 

http://www.youtube.com/watch?v=EV8M6P9st9Q



       

Assignment #2 - Critique #3

Edyburn, Dave L., Learning from Text., 2003. 16-27

This article by Dave Edyburn was very interesting since it surrounded a topic that I am truly passionate about...literacy and how to support readers who struggle.

The purpose of this article was to "highlight issues associated with reading deficiencies in the general education classroom, beyond grade 3, and ways in which technology can facilitate learning from text and subsequently enhance learning."

While I read this article, many thoughts the author stated about reading and assistive technology resonated with me.  He posed many thought provoking questions that I truly appreciated because they really made me stop and reflect about my own teaching practices over the years when supporting struggling readers in my classroom. I found myself scribbling notes and names of students along side the margins of the text that I presently support throughout my school.  Students I know who struggle with reading and am in the process of deciding how best to support them.  

One question that echoed for me was..."How do we decide if the best course of action is remediation (i.e., additional instruction time, different instructional approaches) verses compensation (i.e., recognizing that remediation has failed and that compensatory approaches are needed to produce the desired level of performance)?"

This particular question is one that I have spent time pondering since it is a legitimate question I have repeatedly considered when working with students who struggle; both past and present.  I have been in the moment where I have felt 'at a loss' with a particular student and unsure of what to do next to support him/her.  "Do I continue with remediation or request assistive technology support?"  After reading this article, I am confident with the decisions I have made for different students over the past 12 years teaching...which was continue to support the student with where they are with their reading BUT provide them with what they need to support them with the task of reading text to learn new concepts and information.  More often than not, the support was assistive technology; laptops with software programming like Kurzweil and WordQ to assist with reading tasks and at present, we are implementing iPads with appropriate apps as opposed to laptops.  Very exciting!!!

The balance scale regarding the amount of time teachers should devote to remediation strategies for instruction verses compensatory strategies was very interesting.  The scale was not balanced.  It was suggested that 30% of the time be devoted to instruction and 70% be devoted to compensation including assistive technology.  For me, this made sense especially after reading another question that resonated with me which was..."Is the core task learning to read or reading to learn?  And if I can't read, which task takes priority?"

This question lead nicely into the advanced model for making decisions about text adaptations designed by Dyck and Pemberton.  I really liked this model because it provides options for teachers when making decisions about their readers who struggle.  These options make teachers reflect upon their students' strengths and areas of need as a reader and which of the following reading routes to take.  Do you....1. bypass reading, 2. decrease reading, 3. support reading, 4. organize reading
or 5. guide reading.

Well, "If a child has repeatedly failed to read and understand printed text, how much failure data do we need before we have enough evidence that the child can't perform the task?  When do we intervene?  And, what do we do?" Critical decisions must be made for students we teach on a daily basis.  Like Edyburn, I too feel that assistive technology should be implemented to support students, especially since ample research has shown that assistive technology enhances student performance and supports them on their educational journey of reaching their maximum potential.  It helps them with a wide variety of tasks which enables them to demonstrate their knowledge and skills. 

I'll finish this post with a quote by Ignacio ‘Nacho’ Estrada.  He said...If a child can’t learn the way we teach, maybe we should teach the way they learn. 
I wholeheartedly agree!!!

 

Class 10 - Assistive Technology in Physical Education/Sports

Assistive technology and sports is an area of technology design that is expanding with a variety of new devices created to enable sports enthusiasts who have disabilities to play different sports.  Fortunately, assistive technology may be used in disabled sports, where an existing sport is modified to enable players with a disability to participate; or, assistive technology may be used to invent completely new sports with athletes with disabilities exclusively in mind.

An increasing number of people with disabilities are participating in sports, leading to the development of new assistive technology.  Assistive technology devices can be simple, "low-tech", or they may use highly advanced technology, with some even using computers. Assistive technology for sports may also be simple or advanced.  Accordingly, assistive technology can be found in sports ranging from local community recreation to elite Paralympic games.  More complex assistive technology devices have been developed over time, and as a result, sports for people with disabilities "have changed from being a viewed as a clinical therapeutic tool to an increasingly competition-oriented activity."

Assistive Technology is divided into three categories.  Their definitions of each include:

1. LOW TECHNOLOGY

Low tech is assisted devices or equipment that needs no batteries to operate. For example, a bowling ramp, velcro handles, larger volleyball, bright colored equipment, bell balls/jingle trainers, lower basketball hoop, guide rope, PEC’s (Picture Exchange Communication), Picture icon book, Picture schedule, Object schedule, 1-Step Switch

2. MID TECHNOLOGY

Mid Technology is assisted devices or equipment that needs batteries to operate and may or may not need some training to utilize. For example, a laser pointer, beep box, beep ball,      talking pedometer/watch, toys to knock over pins, manual wheelchair, multi-step/level switch, switches that talk, and switches that activate objects .

3. HIGH TECHNOLOGY

High Technology is assisted devices or equipment that are electronic in nature, have multi-step processes to utilize them and may or may not need specialized training to utilize them.      For example, a beep baseball kit, hand crank bikes, high tech prosthesis, Wii gaming system, power wheelchair, Sport specific wheelchair, voice output communication devices, computers/laptops/tablets and FM System.

Assistive devices can enable exercise and training, on top of enabling participation in a sport. Below are some of the assistive devices currently available for different impairments:

• Mobility impairments:
• Light-weight wheelchairs for basketball, tennis, and racing
• All-terrain wheelchairs with rugged frames and wheels for rolling over unpaved surfaces, like hiking trails, snow, or beach sand
• Handcycles, or recumbent bicycles, which are like bicycles with pedals and steering using only the rider's arms
• Cross-country sit skis that allow skiers to sit down and push along the trail with tips that dig into the snow 
  

 

• Weights that users strap onto their wrists rather than having to hold them with the hands
• Gym equipment that lets users stay in a wheelchair while using arm exercise machines
• Mitts with Velcro straps that help users to hold onto an exercise machine if their grip isn’t strong enough
• Elastic band or tubes that exercise muscles through resistance instead of weight
• Paramobile devices such as specialized golf carts with support for standing assist players with mobility disabilities
• Bowling balls with hand grips assist bowlers with limited use of their hands
• One-handed fishing rods assist fishers who have limited mobility

• Visual impairments:
• Softballs that beep, so that people with visual problems can locate the ball to hit and catch it



 

• Basketballs with jingle bells inside for people who have limited or no eyesight

The following are some pictures of various athletes using a variety of equipment that has been modified to meet their needs so that they can fully participate and enjoy a sport they obviously love.

 

A golfer with a leg amputation uses an adaptive golf cart that has a chest strap to help him maintain his balance while standing on one leg.



Wheelchair curling uses a specially adapted long stick to launch the "rock" down the ice. 

 

 

Paralympic athletes use a two-seated tandem racing bicycle; the visually impaired cyclist pedals in rear, while a sighted "pilot" sits in the front.

In the past, students with disabilities were usually excluded from gym; left off to the side to be 'the cheering section' or 'observers' instead of active participants.  We have come a long way!  The following youtube video is a wonderful example of how assistive technology is being effectively used to support a variety of students with differing needs in their inclusive physical education classes.  Seeing the smiles on the students faces is amazing!  

 
http://www.youtube.com/watch?v=R5hTa3X4u1A

Presently at my school, their are siblings who have Albinism.  Both siblings have been diagnosed Blind-Low Vision.  Despite the fact, these two children have the most ambitious, determined personalities.  Observing them in a gym class is amazing.  Despite vision limitations, they eagerly engage in all the planned gym activities.  Adaptations and/or modifications are made to meet their individual needs including using balls that have bells inside of them.  CNIB is a community resource that supports these two students within our school and lucky for us, they have come and shown us some adapted games; one of which is called GOAL BALL.  A sport that is growing in popularity around the world.  So, what is goal ball?  Well, Wikipedia defines it as ...

... a sport for people who cannot see. It is played by men, women and children. Each team has three people on it. A team throws the ball at a goal behind the people on the different team. They get a point if the ball goes in the goal. The ball has a bell in it. Players cannot see the ball: they can hear the bell. They use their body to stop the ball. People wear glasses that make it so player can see anything. 

http://www.youtube.com/watch?v=9qE2C4mM0-8

Assignment #2 - Article Critique 1

For our second assignment in class, Barb our professor instructed us to read 6 professional articles that pertained to either Universal Design for Learning (UDL) and/or Assistive Technology (AT).  We were to summarize the articles, critique them, compare and contrast them and finally, discuss their impact on us as persons and professionals in education.


Broun, Leslie (2009). Teaching Exceptional Children, Vol. 42, No. 1, Instruction and Autism Spectrum Disorders: Take the Pencil Out of the Process, 14-21.

Throughout the course we have had many interesting topics to explore, discuss and learn more about including the writing process.  The night we discussed this topic, I was completely shocked about how extremely complex and multi-stepped the writing process truly was.  It required the brain and body to work simultaneously in so many different ways in order to complete a written task.  It was truly remarkable and a function of the body that I had never given much thought to up until that moment in time....since writing for me was now such an automatic process; one that I had definitely taken for granted.

This article was an easy read and a great read!  The author, Leslie Broun, expressed her thoughts and opinions about supporting struggling writers with technology.  She stated that after 20 years of working with individuals with Autism Spectrum Disorders (ASD), she witnessed many, many students experience frustration with the writing process....and this experience I can truly relate to. 

Our diverse classrooms of today tend to have more than one struggling writer.   Whether they struggle due to a fine motor issue, a learning disability or are on the Autism Spectrum; writing using pencil and paper is a daunting, never-ending task that is completely draining, fearful and frustrating.  For students with ASD, "researchers have discovered significant neuroanatomical differences and abnormalities in the cerebellums of persons with ASD that may cause differences in their movements and execution of motor tasks."  Hence, according to Dr. Richard Simpson, "Having to engage in handwriting is the most significant and serious impediment to academic participation for students with autism spectrum disorders in schools in North America today."

In addition, Broun states that "for a student with ASD, difficulties with handwriting can underscore all areas of academic participation.  Classroom behaviour many also be affected because of the stress induced by the expectation of written output.  Poor behaviours can be the result of fear and frustration encountered when these students must communicate through handwriting." 

This completely makes sense and now that I am aware of how complex and multi-stepped the writing process truly is, my own personal opinions about providing students with technology to support their writing has been solidified.  I was always an advocate for providing students an alternate mode of communicating their knowledge and skills.  Throughout my years of teaching, I have given students a scribe, desktop computers, laptops and more recently, iPads with text to speech software like Dragon Dictation.  Each of these modes of communication has taken the labour-intensive task of physically writing (letter formation and spacing) out of the writing process so that the students could focus more on allowing their thoughts and ideas to flow freely and convey what they are wanting to express.           

"Keyboarding is an important life skill, and in education, the focus must be on the skills that will serve our students well now and in their future." ~ Leslie Broun
     

I have learned that individuals with ASD have lots to share and when given the appropriate mode to communicate, they will do so.  For example, Carly Fleischmann, Tito Mukhopadhyay and Amanda Baggs; all three individuals were non-verbal and on the autism spectrum and each of them struggled to communicate with others in an effective manner.  Carly and Amanda used keyboards and/or voice output programs whereas Tito, he used both pencil and paper and a laptop to share his insightful thoughts and ideas.  For Tito, Carly and Amanda, the "keyboard has been the instrument that has enabled them to compose their thoughts in writing and to communicate."  It has been the key to unlocking their silence and has hopefully provided viewers of their inspirational videos a new perspective of individuals with ASD.  In addition, I would hope that through their inspirational stories, barriers that have been built upon stereotypes, perceptions, and judgements about persons with ASD have and will hopefully continue to be shattered.  I hope that society can see that these people are just like the rest of us...they have hopes, dreams, emotions, thoughts, personal opinions, etc.  They are extremely brave and special people who have given us all a gift...a gift of teaching us all a lesson in determination, persistence, acceptance and that ASD does not define who they are as persons.  WOW!!  What an amazing gift!!!

http://www.youtube.com/watch?v=xMBzJleeOno

 



 

 

http://www.youtube.com/watch?v=JnylM1hI2jc

 

http://www.youtube.com/watch?v=Nfiap3a7Tuo

 



This article also had an impact on me as a teacher.  After reading this article, many points will resonate with me as I continue in the education profession including the two questions below:

Is this a fine motor (printing/writing) exercise or an academic task?

Which is more important - being able to print/write the answer or knowing the answer?

In closing, this article helped solidify my personal thoughts and opinions about assistive technology which is....  AT is universal in that it supports a variety of people with diverse needs in a variety of different settings including those who struggle with written output and those who struggle to communicate orally.  Fortunately, I now have some research that I can quote when I am defending my decision to support students with assistive technology; whether it be to parents, administration or fellow colleagues.   

Assignment #2 - Article Critique 2

Cumming et al., iPads as instructional tools to enhance learning opportunities for students with developmental disabilities:  An action research project, 2014, Vol. 12 (2), 151-176.

This article really peeked my interest since it was a reflective research paper about the insightful  journey of five special education teachers implementing iPads in their high school.  The article revealed the successes and the challenges the teachers and students navigated throughout this journey.     

The goal of the project was for "teachers to learn to use and implement iPads and their corresponding apps to improve the participation and learning of students with disabilities."

Two main questions were selected to maintain the focus of the research.  

1. How can mobile devices such as iPads assist and enhance

    learning opportunities for students?

2. What are the perceptions of students with developmental

    disabilities and their teachers in regard to using the iPad as an

    instructional tool?  

 

In order for this research project to gather meaningful, purposeful data it was decided that it was important for the teachers to understand and acknowledge that "iPads are only as effective as the apps that are installed on them.  Similar to desktop computers, which require software, iPads require apps to be functional."   This fact was important since each teacher was utilizing the iPad with various students with differing needs in various subject areas.  The teachers were the ones working one-on-one with the students and teaching them how to use the iPad and its apps.  Deciding which app to use was critical since the app needed to meet the student's individual needs and abilities, as well as support them with the content and skills they were being taught.  This fact reminded me of the point that our professor Barb constantly mentioned throughout our course regarding how important it is to take the time and ensure the technology selected matches with the individual who is in need.      

 

The research project revealed many positives including how the teachers stated that the iPad and their apps were being used in a plethora of ways.  In addition, "all the teachers described how the iPad made it easier to differentiate instruction for each student, how the iPad provided the students more capability to access the general curriculum, enhanced independence and improved student work."  Truly amazing to think that this inexpensive piece of technology could do so much!

Hence, this information has fueled my excitement since my school is on a similar journey.  I truly appreciate the information collected and shared.  I was very aware of how technology impacted the learning of students in various schools in other parts Ontario and Nova Scotia (my sister teaches in Inverness County) and eagerly anticipated the day that our school board would finally 'bite the bullet' and see it too. 

Fortunately, the day has come and mini iPads are rolling out across my school board.  Teachers are excited and most importantly...so are the students.  These devices are no longer being seen as a 'toy' but as a purposeful tool that can enhance the learning of our students in our diverse classrooms of today; classrooms that have students who possess a wide variety of learning styles and needs. 

"The importance of supporting students with developmental disabilities both in and outside of inclusive settings cannot be overlooked.  These students are increasingly expressing the desire to own novel technologies such as the iPad, as they are customizable, engaging and popular with their same-age peers."   

Therefore, as my staff and I embark on our implementation journey, we will definitely keep this research project and all its findings in mind including the points made about ensuring time is given to staff to learn how to use the iPad and its apps proficiently before they are introduced to students.  For me, this is a key point.  In other words..."Don't put the cart before the horse!"  It will surely end disastrously!