ipad and tablet app(lications) for special education - aase 2011

iPad and Tablet App(lication)s

for Special Education:

An introduction to their use in the classroom

Greg O’ConnorEducation Services Manager, Spectronics

The iPad

Android

SOS

It Can’t Teach

“Every new literacy changes the way we think about the world. The alphabet did this to oral cultures. Cheap books did it after Gutenberg. Mobile, interactive multimedia technologies are doing it in our time. As educators are we up to the challenge?”

Pat Clifford, Galileo Educational Network

iTunes

Accessibility

•Settings•Pointers, keyboards & keyguards •App embedded assistive technology•Switch access

The Classroom

Management

Bretford PowerSync Cart for iPadBy Apple

Accessories

Assistive Technology

•Communication / AAC•Visual Supports•Literacy Supports

Teaching and Learning

Assessment

Quality App reviews

www.spectronicsinoz.com/blog/apple

Rubrics

http://learninginhand.com/

http://treetops.org.au/groups/ipadagogy

Student

Environment

Tasks

Tools

www.joyzabala.com

SAMR Model (Ruben Puentedura)

4-level approach to selecting, using, and evaluating technology in education

Technology acts as direct tool substitute, with no functional improvement

Substitution

Technology acts as direct tool substitute, with functional improvement

Augmentation

Technology allows for significant task redesignModification

Technology allows for the creation of new tasks, previously inconceivableRedefinition

Technology acts as direct tool substitute, with no functional improvement

Substitution

Technology acts as direct tool substitute, with functional improvement

Augmentation

Technology allows for significant task redesignModification

Technology allows for the creation of new tasks, previously inconceivableRedefinition

Technology acts as direct tool substitute, with no functional improvement

Substitution

Technology acts as direct tool substitute, with functional improvement

Augmentation

Technology allows for significant task redesignModification

Technology allows for the creation of new tasks, previously inconceivableRedefinition

Technology acts as direct tool substitute, with no functional improvement

Substitution

Technology acts as direct tool substitute, with functional improvement

Augmentation

Technology allows for significant task redesignModification

Technology allows for the creation of new tasks, previously inconceivableRedefinition

Critical Decisions •Assessmentand

•Sources for quality app reviews•Setting Options•Content management & editing

tools•Data

Transformational • Differentiation / UDL• Portability• Convergence

Gray & Silver-Pacuilla (2011) Breakthrough Teaching and Learning

Data driven decision making• Can we wait for the research community to

catch up?

• Australian context

• Action Research

“Investigations conducted by and for the

people taking the action, on their

own action to inform their future actions”Richard Sagor (2005)

Implications

Disruptive Innovation

• Successful inclusion (teaching) requires differentiation

• Teachers reluctant to change• Differentiation requires

expertise, planning and preparation

(Shaddock 2006)

Implications

What facilitates changes to teaching?

Teachers• See diversity as a possibility

Principals• Provide planning, collaboration and reflection

System• Practical, content-relevant professional

development

(Shaddock 2006)

Implications

Thanks.

http://gregoconnor.wikispaces.com

http://twitter.com/gregoconnor

http://delicious.com/ocgreg

http://www.spectronicsinoz.com

Email: grego@spectronics.com.au

Phone: +61 7 3808 6833

www.spectronicsinoz.com

Spectronics Free Emailed Update Service!

22nd - 25th May 2012Jupiters Gold Coast Convention Centre

Queensland, Australia

www.spectronicsinoz.com/conference/2012