Social & Cognitive Benefits of Applied Technology in
Inclusion Classrooms By Tim Zgliczynski
[email protected]
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Agenda & Goals Review of Literature Resources: Innovation
through application Demonstrations: Hands-on/Minds-on Change the
paradigm of technology in schools and research
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The Literature
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Where to beginand end Center for Applied Special Technology
(CAST) defines three characteristics for the alignment of
technology with the Universal Design of Learning (UDL) framework:
1. Technology interventions must provide options for recruiting the
interest of the learner. 2. Technology interventions must provide
options for sustained effort and persistence. 3. Technology
interventions should provide options for self regulation. (CAST,
2011).
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Computer-Assisted Instruction (CAI) Seo & Bryant (2009)
Analysis of six CAI studies conducted with students with
disabilities in the subject of math Most CAI was restricted to:
Drills Practice Solitary games Students in CAI groups outperformed
their peers on average, but the effect size was never large.
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Back to the Future Okolo & Bouck (2007) Literature Review
on assistive technology use (2000-2006) 122 studies reviewed
Findings:
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The iPad R-evolution
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The first touchscreen
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The Cart Before the Horse iPads, while subject to much fanfare,
have had critics: Murray and Olcese (2011) reviewed 317 apps iPads
do not allow users to conduct academic tasks unavailable with
traditional materials. Only 4% of apps in the App Store are geared
toward academic collaboration. Tutoring apps (35%) presented a
rigid order of information, demonstration, and simulation.
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The Cart Before the Horse Knight, McKissik, and Saunders (2013)
reviewed technology-based strategies for students with autism
spectrum disorder (ASD). A review of 25 studies revealed most
evidence was anecdotal and called for more empirical studies.
Diemer, Fernandez, & Streepey (20130 Unstructured use of iPads
is rampant in schools, but students like them! Hu (2011) and
Quillen (2011) Schools are adopting iPad usage without a clear plan
for implementation.
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What is working CAI for video modeling Site word instruction
for young students (Lee & Vail, 2005) Khan Academy Explain
anything (IOS) Instructional videos for task analysis (Kagohora et
al., 2013) Video modeling helps students with ASD in social
situations (Burton, Anderson, Prater, & Dyches, 2013) iPads
(ebooks) in reading comprehension and fluency Students with
language disabilities benefit from recording their reading and
hearing their fluency skills (Cummings & Rodriquez, 2013;
McClanahan, Williams, Kennedy, & Tate, 2012 ). Interactive
story books promote play dialogue in preschool children with ASD
(Murdock, Gabz, & Crittendon, 2013). Students with disabilities
(Other health impairments, LD, ASD, and Emotional/behavior
disorders) show an increase in Electro dermal levels when reading
an ebook on the iPad (Pollitt, 2013; Price, 2011).
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What is working Technology can be a gathering place for
students Students engaged in more academic math talk when STEM
concepts were taught from an iPad (Aronin & Floyd, 2013).
Technology used to create content encourages sharing of end
products (Kucirkova, 2013). Academic engagement improves when
technology is present Students with ASD show a 78% increase in
on-task behavior when an iPad is used (Neely, Rispoli, Carmago,
Davis, & Boles, 2013). Students reluctant with technology ware
still likely to try it out (Diemer, Fernandez, and Streepy, 2013).
Many apps hold students accountable (Socrative, Google Docs) Tasks
are simplified by the removal of unnecessary step (cutting,
pasting, changing markers, sharpening pencils.
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Memory: AT for your WM Students with math and language
disabilities have prolonged deficits in executive memory functions
(de Jong, 1998; Gathercole, Tiffany, Briscoe, & Thorn, 2005;
Swanson & Jerman, 2006). AT can free up memory resources:
Audiotape and audiobooks Livescribe Pens Digital Camera/Video
Recorders Interactive Whiteboards Mental Organizers: Evernote,
OneNote, Diigo
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Resources
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Universal Design is Key! Good technology benefits all in the
classroom, a true component of Universal Design 1808: The first
typewriter Pellegrino Turri develops the first typewriter for his
friend, Countess Carolina Fantoni da Fivizzono, who was blind her
help her write legibly. 1928: Radios for the blind American
Foundation for the Blind distributes radios to help blind people
access information.
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Universal Design is Key 1935: The Phonograph The invention of
Thomas Edison's phonograph allows the production and use of talking
books for the blind. 1984: Center for Applied Special Technology
The Center for Applied Special Technology (CAST) was founded by
David Rose at Harvard University. Their mandate is to pull together
medical, engineering and educational technology to revolutionize
learning in the same way that architecture was transformed to a
universal design model in the 1960s. Technology is a key part of
this leveling of the educational playing field for all
students.
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Where can research look next?
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Collaborative Methods Technology can enrich how our students
interact with each other. Interactive Whiteboards.for every
student. http://open-sankore.org/ http://open-sankore.org/ A
central point for the collection of information Sharing of
information Creative content output with emphasis on personal
choice Free apps and widget with exportation to WMV and
Youtube
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Demo
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Google Doc: Read and Write
https://chrome.google.com/webstore/detail/readwrite-for-
google/inoeonmfapjbbkmdafoankkfajkcphgd?hl=en-US Free to teachers.
App lays over Google Chrome and Google Docs allowing multiple users
to collaborate on a document in new, exciting ways. Students can
co-publish or close read a document like never before! Dictionary,
picture dictionary, fact finder, and speech input are included
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Google Read and Write Demo
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Cues, Scaffolds, and Support Like Never Before Aurasma
(iOS/Android) augmented reality Place short tutorials on any paper
product you or your students can imagine Students can report on
their own work, without the pressure of being in front of peers
Social cues, prompts, and feedback can be automated and less
stigmatizing to the student.
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Aurasma Demo
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Livescribe Memory Aide Technology can reduce the cognitive load
of students who are focusing on a challenging task. On average,
students with reading disabilities retain six sentences of content
before beginning to lose retention. Upcoming research (my own)
proposes to use collaborative Livescribe use to examine how reading
comprehension can improve in conjunction with peer assisted
learning.
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Livescribe Reading Demo
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Group Research - Redefined Sites such as Blendspace.com allow
students to collaborate on research and for teachers to deliver
content like never before. Objectively distribute research jobs and
differentiate within the confines of a single website. Removes the
stigma of presenting and allows for equal roles in the creation of
a product.
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Blendspace
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Take-a-Peer Home/Social Reinforcement Technology has allowed us
to extend the classroom beyond four walls, including how students
are recognized and support each other (Solomon & Schrum, 2007)
Video modeling and tutorials are commonplace on the world-wide web.
Capturing a students work brings peer-tutoring to a whole new
level. Explain Everything (iOS/Android) and Jing (PC/Mac) are
free/cheap and simple to use. Explain Everything Jing
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Jing Demo: Sneaky Snakes
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Explain Everything
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References Aronin, S., & Floyd, K. K. (2013). Using an iPad
in inclusive preschool classrooms to introduce STEM concepts.
Teaching Exceptional Children,45(4), 34-39. Burton, C. E.,
Anderson, D. H., Prater, M. A., & Dyches, T. T. (2013). Video
self-modeling on an iPad to teach functional math skills to
adolescents with autism and intellectual disability. Focus on
Autism and Other Developmental Disabilities, 1088357613478829.
Center for Applied Special Technology (2011). Universal design for
learning. Retrieved from
http://www.udlcenter.org/aboutudl/udlguidelineshttp://www.udlcenter.org/aboutudl/udlguidelines
Cumming, T. M., & Rodriguez, C. D. (2013). Integrating the iPad
into language arts instruction for students with disabilities:
Engagement and perspectives. Journal of Special Education
Technology, 28(4).
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References Diemer, T. T., Fernandez, E., & Streepey, J. W.
(2013). Student perceptions of classroom engagement and learning
using iPads. Journal of Teaching and Learning with Technology,
1(2), 13-25. Gathercole, S. E., Tiffany, C., Briscoe, J., &
Thorn, A. (2005). Developmental consequences of poor phonological
short-term memory function in childhood. Journal of Child
Psychology and Psychiatry, 46, 598611. Hu, W. (2011). Math that
moves: Schools embrace the iPad. The New York Times, 4. Kagohara,
D. M., van der Meer, L., Ramdoss, S., OReilly, M. F., Lancioni, G.
E., Davis, T. N.,... & Sigafoos, J. (2013). Using iPods and
iPads in teaching programs for individuals with developmental
disabilities: A systematic review. Research in developmental
disabilities, 34(1), 147-156. doi: 10.1016/j.ridd.2012.07.027
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References Knight, V., McKissick, B. R., & Saunders, A.
(2013). A review of technology-based interventions to teach
academic skills to students with autism spectrum disorder. Journal
of autism and developmental disorders, 43(11), 2628-2648. doi:
10.1007/s10803-014-2034-9 Kucirkova, N., Messer, D., Sheehy, K.,
& Fernndez Panadero, C. (2014). Children's engagement with
educational iPad apps: Insights from a Spanish classroom. Computers
& Education, 71, 175-184. McClanahan, B., Williams, K.,
Kennedy, E., & Tate, S. (2012). A breakthrough for Josh: How
use of an iPad facilitated reading improvement. TechTrends,56(3),
20-28. doi: 10.1007/s11528-012-0572-6 Murdock, L. C., Ganz, J.,
& Crittendon, J. (2013). Use of an iPad Play Story to Increase
Play Dialogue of Preschoolers with Autism Spectrum Disorders.
Journal of autism and developmental disorders, 43(9), 2174-2189.
doi: 10.1007/s10803-013-1770-6
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References Murray, O. T., & Olcese, N. R. (2011). Teaching
and learning with iPads, ready or not?. TechTrends, 55(6), 42-48.
doi: 10.1007/s11528-011-0540-6 Neely, L., Rispoli, M., Camargo, S.,
Davis, H., & Boles, M. (2013). The effect of instructional use
of an iPad on challenging behavior and academic engagement for two
students with autism. Research in Autism Spectrum Disorders, 7(4),
509-516. doi: 10.1016/j.rasd.2012.12.004 Okolo, C. M., & Bouck,
E. C. (2007). Research About Assistive Technology: 2000-2006. What
Have We Learned?. Journal of Special Education Technology,22(3).
Pollitt, D. T. (2013). Effects of an iPad on Reading Comprehension,
Electrodermal activity, and engagement for adolescents with
disabilities (Doctoral dissertation, ProQuest, Ann Arbor).
Retrieved March 5, 2014
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References Price, A. (2011). Making a difference with smart
tablets. Teacher Librarian,39(1), 31-34. Quillen, I. (2011).
Educators evaluate learning benefits of ipad. Education week,
4(03), 38. Seo, Y. J., & Bryant, D. P. (2009). Analysis of
studies of the effects of computer-assisted instruction on the
mathematics performance of students with learning disabilities.
Computers & Education, 53(3), 913-928. doi: 10.1016/j.compedu.
2009.05.002 Swanson, H. L., & Jerman, O. (2006). Math
disabilities: A selective meta-analysis of the literature. Review
of Educational Research, 76(2), 249-274.
