Implementing iPAD Usage in the Classroom

It is estimated that one in every sixty eight children will be diagnosed with autism spectrum disorder (CDC, 2014). In schools around the country these students are struggling in their classroom environment due to deficits in three areas; communication skills, social skills, and repetitive behaviors or interest (Marder & Fraser, 2012). Implementing the use of technology in the classroom like iPad, iPod, android tablets, e-readers, and computers is beneficial to students with autism spectrum disorder. It can increase communication skills, can help make their classroom experience more pleasant, and it gives them the best chance at success.

Students don’t just watch, listen, or read with iPad — they create with it. iPad

Many schools have switched from using paper textbooks to iPads or chromebooks, which allow students to access online textbooks. But is this a good change? There are many factors that need to be put into consideration, including the age group of a kids receiving the technology, the classes this tool can be used for, and the children’s ability to interact with others.

Samantha Light, grade 1 teacher at St. Juans catholic elementary in Toronto, Ontario noticed that her students learn better when they use technology, such as iPads. Light wants to make learning more enjoyable not only for her students, but kids everywhere, as she thinks it will make students want to participate in their teachers lessons more.

and iPods has increased from 6.21 hours a day among 8-18 year olds to 7.38 hours a day over

Having an iPad required for class will benefit the student in numerous ways. iPad are fun to learn from, will help future back problems, and will cost less overall. It solves numerous problems and is a fun way to learn from. It is a smart choice and is a rewarding program for the students and

This article relies on several previous research studies of the use of iPads in the special education classroom as a means to determine best practices for teachers in implementing the devices in their classrooms. The literature reviewed includes studies on students learning English as a second language and studies showing students with other language barriers using the devices to improve their skills. The literature review also included several studies on students with autism and other intellectual disabilities using the iPad and subsequently improving their communication, social and math skills. The studies also found that students using the iPads showed greater academic engagement, independence and self-determination. Also reviewed was the

Students at Trent Park Elementary have access to their own device in classrooms for grades 1-5, iPads and Kindle Fires are also accessible during the school day. Most students have access to devices after school hours in the form of a smartphone or tablet or may check out a computer, Kindle or Kindle Fire. Consideration must be given to how and when the material will be used. If it will be used for strictly instruction during the school day, then compatibility with school devices must be considered, if the purpose is to be accessed beyond school hours, then compatibility with smartphones or borrowed devices are the main concern. For our students with physical challenges, compatibility with a tablet is non-negotiable. This Follett electronic eBook, The Lost Hero, is compatible with all devices and platforms. There are many occasions when compatibility issues arise when content is downloaded to devices (Johnson, 2013). Most all functionality to the Follett eBook can be accessed in most desktops and tablets. To access full functionality of the eBook on all platforms, an app is available for download. This is the reason The Lost Hero was considered in this type of electronic

Teachers praise the iPads abilities to advance learning. Studies prove that IPads help students in their overall academic performance at any

The author provided a literature review of the popularity of use of the iPad in the classroom, among students with or without disabilities. The review found that students with disabilities had greater engagement and behavioral response rates when using iPads and teaching applications on the iPads as opposed to more traditional methods of teaching. Through this background knowledge, the author sets up her research proposal.

The authors Shannon Retter, Christine Anderson, and Laura Kieran wanted to know what impact, if any, an iPad 2 would have on students with learning disabilities in the classroom. Shannon Retter is a teacher at Bettendorf High School in Iowa, and Christine Anderson and Laura Kieran are professors at Western Illinois University. They decided to study a group of students from a Midwestern high school. During their study they had a focus group of 12 students, 7 of whom were diagnosed with ADHD, 2 students suffered from brain injuries, 2 had been diagnosed with bipolar disorder, and 1 student had autism spectrum disorder. The researchers compared the student’s 1st semester grades when the iPad 2 was not in use, to the 2nd semester grades when the iPad 2 was being used by the students.

The special education teachers concurred that iPads are a powerful force for enhancing the teaching and learning process for elementary learners with intellectual disabilities. Abby said, “When iPads are properly used as an essential part of the student’s educational approach, I believe iPads can be a very effective instructional tool for enhancing and improving the teaching and learning process in the content areas involving all students in complex, authentic tasks”. Jackson said, “Using the iPad as and instructional in special education classrooms cannot be considered a panacea for educational reform”. Jackson also mentioned the use of iPads in

In 2010, apple introduced it’s newest technology, the iPad, which promised to bring mobile technology into every home and classroom. With the introduction of the iPad comes new considerations for learning and pedagogy. (Sheppard, 2011) McKenna (2012) suggests that the internet is as common a school fixture as lockers and library books. Additionally schoolwork is one of the most common activities performed online. One of the motivators for schools to adopt iPads was the ability to use interactive textbooks. The portability of the iPad made it not only easier to carry than several text books, but easier to use. The other motivator to iPads and digital textbooks is that the interactive features and capabilities. Digital textbooks can be updated to contain the most current information.

Education has been affected by the digital revolution. There are elementary schools that now require a tablet, such as an iPad, to complete their work. This has a large amount of beneficial effects to the students. Tablets are able to condense the amount of books needed for school, which in turn helps students’ backs by not having to carry as much in backpacks (Wainwright, n.d.). Tablets also can save money and paper. With customized learning educational apps, students are able to work at their own pace and choose a learning style that benefits them (Wainwright, n.d.).

Education has found its way into the loop of technology. Teachers are using ipads and laptops during class time to help conduct experiments, or share a presentation. This is allowing the students to gain instant access to the information they are seeking. Students also receive the opportunity to complete their homework online and print off their assignments instead of just using paper and pencil. Another pro for Technology in Education, there are countless sources out there which help enhance learning. In one research conducted, they compared the performance of teaching kids how to read a clock. One group was coached by an online app, another was shown by a toy clock, and the last group was trained by a drawing example. The results revealed that the children that were taught by the toy and app exceeded the paper drawing group (Galetzka).