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!
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