ipad and tablet app(lications) for special education - aase 2011
TRANSCRIPT
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: [email protected]
Phone: +61 7 3808 6833
22nd - 25th May 2012Jupiters Gold Coast Convention Centre
Queensland, Australia
www.spectronicsinoz.com/conference/2012