teaching and learning with ipads for high school students with disabilities (cec 2013 presentation)

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

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

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?

Participants and Setting• A special educator

o 11 years teaching experience in special educationo Teaching a modified biology class

• Four students o 9th - 10th graderso 2 students with LD, 1 student with TBI, 1 student with CP

• High school in an affluent suburban area in USo Serves 2,500 students o 74% White, 11% Hispanic, 10% Asian, 4% Multi-Race, 1% African-Americans, 3%

economically disadvantaged, 2% ELLo 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

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)

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

Teaching and Pedagogy• Teacher

o Built personal rapport with her studentso Has passion about teaching students with disabilitieso Built classroom environment where students can feel safe; if they make mistakes they

are not going to be ridiculed. Safe place to try and learno 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)

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 communicationo Teacher sends class notes or test to studentso Students send homework/completed test to the teachero Teacher provides frequent feedbacko Teacher sends class notes to students who miss classo Student group work

Use of iPads in Teaching and Learning

• Appso Screen Chomp: Whiteboard app - Formative assessmento Noterize: Note taking app- Personalized document (e.g., different color, handwriting)

o Voice flash cards- Auditory scaffoldingo Edmodo: social secure learning network, class siteo Lab app (Toss-up): 3D coin-toss up for teaching gender probabilityo Dictionary, spell checker, calculatoro iMovie: Develop student projecto Facetime: Student group work

• Web-browser use• Edmodo (a free social secure learning network for teachers and students)

• E-mails• Search information

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)

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

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 behavioro Classroom management: need to teach what is appropriate useo If parents asked to take their child’s iPads because of addiction or

inappropriate use of iPads, the students cannot use iPads

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

Students’ thoughts

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)

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