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