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Students learn in different ways

The iPad can provide visual, audio and tactile learning; reaching many students’ learning styles.

The iPad is often used as an individual tool in isolation

But please, don't put the child in a quiet place and just hand them an iPad without a true purpose. Let's get creative with its use. How to use an iPad in the classroom with a group? A couple of thoughts - Teacher directs, students watch.  Teacher directs, with iPad in the middle of the group and students touch with instruction.   Teacher instructs and iPad is passed between students. Use as part of your lesson, part of your center activity.   Teacher instructs and the students use, independently or in a team situation.    Team learning situations. Hand a group of students an iPad with a purpose. 

Most of us will not have enough for all our students for a while.

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be careful to not have the iPad become what we have seen so many computers become in education: a glorified toy.

What are some of the benefits we are seeing? We are seeing that the iPad often encourages interactivity. Students will share a lot of what they're doing, ask each other "How did you do that?" or, "Oh, look what I did!"  They want to problem solve together. It encourages group discussions between the students. They tend to help each other a lot more.  It is affordable, comparatively speaking (see below.)  

For special education students, some are saying it is the best tool that has ever been designed. Here are a few reasons why we might prefer an iPad over a desktop computer: Ease of access – no need to be able to operate a mouse, a switch or to need to sit a certain way. The iPad can easily come to the student, be placed where they need it and the touch required is extremely friendly. (Not for all!! Remember, this is very individual.) Simplicity of programs – from very basic to more complex, many apps are design to be user friendly. For the moderate to severe population of students the amount of simple apps is huge, plus they are extremely inexpensive and visually draw students in. Simplicity of use - many who cannot understand how to operate a computer, can understand how to operate an iPad. (Even your grandmother!) Low cost of programs – compared to the cost of software programs for a computer, there really is no comparison (unless you consider the abundant amount of free programs available on the Internet. And yes, please continue using those!). There are apps designed specifically for our population (see other postings to right). Designing apps for education has become quite the market. The amount of apps designed specifically for special education has grown so much that there is now a category for it that stands alone in the iTunes Store. Assistive Technology and Communication Apps are available that help to make this a tool for access support, not just a tool for learning (i.e. audio books, word prediction, visual prompts, etc.) It can be loaded with many adaptive technology gadgets and programs, thereby reducing the need for multiple devices. Talk about UDL (Universal Design for Learning)! This is a tool that can level the playing field for many. There are apps that are inexpensive and exciting to increase vocabulary, sight words, math facts, reading comprehension, organizational skills, and drawing skills, just to name a few.It can be very educational and in the classroom, this is what we want: exciting, fresh, innovative teaching tools. Built-in accessibility tools such as zoom and high contrast display make this a tool to support visually impaired. The built-in VoiceOver screen reader works as well on the iPad as on the iPhone. For our VI population, the options are growing and growing. (However, it may be the iPhone that is the best solution for those with significant vision impairments.) Programs such as Dragon Dictation is free, no paper and pencil needed if one can speak clearly, for writing text messages, e-mail, maybe documents. (Must have Internet/WiFi connection for this to work however and it is not the best option for longer texts.) The brilliant screen of the iPad which creates and supports visual interest - with the ever improving HD colors which are bright and the HD video and/or camera- tools at our fingertips that can be pulled into our educational artillery in so many new and innovative ways.  The right case can make it much less indestructible. More and more tools are being developed to help with access. (Mounts, switch access, adaptive styluses, etc.) Light weight (iPad = 1.5 lbs.) Instant Response/Instant On/Fast Processor. Consider this: Combine the touch screen, ease of use, and cool factor of the iPad and you have a pretty interesting format for communication device

AT is intended to enhance performance of an individual with a disability.  It is why we have to carefully match what we recommend to the user's strengths and needs.  The iPad cannot do that on its own, it is the recommendation of the appropriate Apps that ultimately improve the performance of a student.  Thus, the iPad itself is not the Assistive Technology it is the Settings and the Apps, the case, the special stylus, that offer enhanced performance. Improving performance of a student with a disability through AT (Apps or otherwise) means looking at the student, identifying the task that needs to be performed and identifying where the student will use the AT - i.e. the environment, effects of time etc

This is a list of iPad pros, from a student’s point of view (wish I knew the student’s name so I could reference her. My apologies!):

iPads with Moderate to Severe Students:

Videos worth watching:

Articles worth reviewing:

Now go out and make this tool a wonderful addition to our educational world!

3. Create Interactive Timelines

5. Map and Brainstorm Ideas

4. Design Interactive Presentations

3. Create Interactive Timelines Tech Tools: Xtimeline, Time Glider or Timetoast Timelines, of course, organize information and events that have developed over time, often in historical eras, cultural movements or personal biographies. They display order and sequence as well as relationships and, sometimes, causality between events. Why go online to create this traditional graphic organizer? Interactive versions are not only visually engaging, but also easily incorporate multimedia such as video and audio clips and link directly to source material.

4. Design Interactive Presentations Tech Tools: Glogster.edu and Museum Box PowerPoint is not the only tool students can use to present concepts and ideas visually. Two classroom mainstays – the poster presentation and the diorama – have digital counterparts that students can use for class projects (and that you can use to present course material in engaging ways). With Glogster.edu students can create posters enhanced with multimedia. The interface walks you through the creation and gives students a wide range of scrapbook-inspired templates. The finished projects (such as this one on the causes of the American Revolution) can be presented with a projector or whiteboard, saved and/or printed. (Note: be sure you go to the .edu edition of Glogster. The regular site contains some content that is inappropriate for a classroom setting.) Museum Box takes the old standbys – dioramas and presentation cubes – and kicks them up a notch by enabling the creation of 3-D dioramas with a series of interactive cubes.

5. Map and Brainstorm Ideas Tech Tools: Bubbl.us, CoSketch.com and Cacoo Mind Maps are idea-processing tools, made popular by the British IQ specialist Tony Buzan starting in the 1960s. Many schools have invested in popular mind-mapping software like Inspiration, but there are also many free online programs that help students develop colorful idea webs.

“For example, apps like Educreation  in which teachers record lessons and allow students to play them back several times as necessary are great for learning,” said Rackley. “This feature also allows students to record themselves working through a problem enabling the teacher to play back the recording and observe students’ thought processes as they work through the lesson. For an educator, this is priceless because they may be able to alter the instruction to better support student learning,” she said. 

Outside the classroom, assistive technologies can increase the number of weekly instruction hours that a student receives from their teacher.

Another unique aspect of digital learning is that it can create a more inclusive learning environment. Just as there are diverse types of technology, there is diversity in users as well. For students with special needs, technology can enable them to be more independent and fit in with classroom learning and routines. Students with visual or hearing impairments can utilize voice-over for accessibility on Apple devices. Similarly, the VGo robot has assistive technology like text-to-talk, which may be helpful for homebound students who are verbally impaired.

he future of technology in education can be revolutionary and endless. With access to new technologies and services, students no longer need to frantically write answers to pop quizzes with pen and paper. Instead, they can submit answers using instant classroom response polls and complete quizzes that display answers in real time, with online software like polleverywhere.com

“The class is very important because it focuses on safe and appropriate use of technology integration strategies. We have found that although education students may be comfortable using technology in their every day lives, they are hesitant to integrate it into their teaching practice,” said Viruru. “Overall, the course provides an environment where future educators can experiment, ask questions and measure outcomes for future practice.”

For these students, access to technology and instruction can make a difference in their ability to keep up with assignments or withdrawing from school. 

Instead, they can submit answers using instant classroom response polls and complete quizzes that display answers in real time, with online software like polleverywhere.com.

“The class is very important because it focuses on safe and appropriate use of technology integration strategies. We have found that although education students may be comfortable using technology in their every day lives, they are hesitant to integrate it into their teaching practice,” said Viruru. “Overall, the course provides an environment where future educators can experiment, ask questions and measure outcomes for future practice.”

can submit answers using instant classroom response polls and complete qu

The main objective of the course is to prepare pre-service teachers to become technology-proficient educators.

Because technology is rapidly changing and affects student’s lives in and out of the classroom, it is important that the integration of technology be carefully implemented at a reasonable pace

education students who are exposed to technology before entering the classroom as professionals are better prepared.

education students who are exposed to technology before entering the classroom as professionals are better prepared.

Students in groups were instructed to use an app like Popplet to produce webgraphs from reading assignments covering the American Revolution. Later, they used the tablets for a science lesson on weather and terrain to collect and organize photos. In this example, the technology was easily adapted for use in varying formats across disciplines.

they used the tablets for a science lesson on weather and terrain to collect and organize photos.

While traditional forms of technology, such as projectors and interactive whiteboards are often standard classroom equipment, students who are unable to attend a traditional classroom can take advantage of new technologies from home. 

students who are unable to attend a traditional classroom can take advantage of new technologies from home. 

For these students, access to technology and instruction can make a difference in their ability to keep up with assignments or withdrawing from school. 

With all the new technology possibilities, there is still some debate among educators on the appropriate use of technology in the classroom and whether or not it creates an environment for inappropriate use.

The VGo is a computer-operated robot with a camera display that can be physically placed in the classroom for students that are homebound. With a Wi-Fi connection from home students can use computer keyboard arrows and webcam to manipulate the robot around the classroom. By having their face displayed on the VGo camera monitor students are able to have social interactions with classmates and virtually raise their hands to answer questions in class by signaling to the teacher with the VGo light. 

Technologies like the VGo offer a wide range of possibilities and benefits for all students

it becomes an extension of the student and classmates are still able to interact with them

For students with special needs, technology can enable them to be more independent and fit in with classroom learning and routines. Students with visual or hearing impairments can utilize voice-over for accessibility on Apple devices. Similarly, the VGo robot has assistive technology like text-to-talk, which may be helpful for homebound students who are verbally impaired.

Schools can also benefit from the use of new technologies during a major illness or outbreak, or to keep students on track during a suspension or long-term illness.

his technology works with the s

tudents developing frontal cortex to better process the visual information the teachers are presenting

The use of interactive technology in particular, such as interactive whiteboards, can have concrete benefits

  The SmartBoard allows both students and instructors immediate feedback

At its core Smart Board technology is an interactive tool that allows students to truly be at the center of their own learning

A huge advantage of Smart Boards is the student’s ability to see their work displayed prominently in front of the classroom

While supplementing a students need for visual representations of instructional material, technology such as the Smart Board has the potential to inquire from students more detailed analysis of a particular subject. By allowing students to manipulate the Smart Board, students can be asked to directly participate in activities previously reserved only for the instructor

This particular study focused on elementary school classroom where 40 percent of students were classified as ESL

Some Smart Boards are embedded with a device called “Smart Network” that has spell check which allows students to engage in meaningful trial and error

students who were given access to the Smart Board technology over the course of the year displayed more pronounced improvements in grammar, than students who did not have the technology

Students with certain intellectual disabilities that historically have struggled in the classic classroom setting are allowed by the Smart Board technology to integrate their creative minds in a hands-on fashion, using the drag function to tangibly alter and refashion text and sentences

Furthermore, the researcher of this inquiry saw student vocabulary growth during the process as well.

During the teenage years, adolescent brains are transforming and Smart Boards can be used to bridge the gap between childhood and intellectual teenage creativity

Boards has the potential to dramatically increase overall student productivity and awareness of a particular learning segme

nt. The development of phonetic cognition is accelerated by interactive technology.

Technology has the potential to either bridge the educational achievement gap, or expand the academic inequality that we currently see permeating throughout our society.

Email Article To From Note Privacy & Terms How to Help Teachers Use Technology in the Classroom The 5J Approach By Mary Burns / September 2010 Print Email Share on facebook Share on twitter Share on more var addthis_config = {"data_track_clickback":true}; Comments (2) Instapaper (function() { var s = document.getElementsByTagName('script')[0], rdb = document.createElement('script'); rdb.type = 'text/javascript'; rdb.async = true; rdb.src = document.location.protocol + '//www.readability.com/embed.js'; s.parentNode.insertBefore(rdb, s); })(); Recent reports (from The Chronicle of Higher Education and Walden University [PDF], for example) point to teachers' continuing difficulties integrating technology into classroom learning. Despite access to technology and despite the fact that novice teachers are entering the classroom with far more advanced technology skills than their counterparts of an earlier age, only 39 percent of teachers report "moderate" or "frequent" use of technology as an instructional tool (Grunwald Associates, 2010).