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iPads in the Classroom - Obstacles and Opportunities.ppt

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					iPads in the Classroom: Obstacles
                and Opportunities
   Kennedy Krieger School Fairmount Campus
Overview of School Program
   The Kennedy Krieger School: Fairmount Campus is
    an educational program currently serving students
    Kindergarten through 8th grade with the following
    federal disability codes:
       Autism                         14
       Emotional Disability           06
       Intellectual Disability        01
       Multiple Disabilities          10
       Other Health Impairments       08
       Specific Learning Disability   09
       Traumatic Brain Injury         13
School Program
   All Kennedy Krieger School-Fairmount Classrooms are
    highly structured and potential based. Each student has
    access to integrated related services, school-wide
    behavior management, and a team approach to case
    management. As a team works with each student,
    program modifications are made to help students reach
    their educational potential. Each community has a specific
    location within our school building
Description of Study Groups:
Red Community
   The Red Community provides layers of subtle supports that
    maximize cognitive abilities, nurtures social development, and leads
    to independence. With the aid of supports, students manage an
    increasingly complex environment. When success is met, the
    supports are systematically faded. Students access the state
    approved curriculum, targeted skill building, and social thinking
    instruction.
   Characteristics of the Red Community:
       Students are provided with supports and structures to increase their independent
        management of an increasingly complex environment (more transitions, less structure,
        managing their own homework, etc.…) and once success is met the supports are then
        faded.
       Curriculum input and output expectations are minimally altered.
       Students are provided direct and naturalized social thinking instruction.
       Strategies to organize information are directly taught and applied in a naturalized setting.
       Utilizes a team approach and integration of related services in the implementation of
        student programs.
Red Community Classroom Demographics
   10 students

   Ages 12-15 (7th and 8th grade)

   Primary diagnoses: Autism, Multiple Disabilities

   Diploma-tracked students

   Classroom staff: Teacher and Assistant Teacher
Description of Study Groups:
Green Community
    The Green Community focuses on the needs of students who require a highly structured and
     individualized environment, instruction, and behavioral program. This group has the greatest use of
     instructional techniques such as discrete trial, errorless learning, applied behavioral analysis, and
     TEACCH to meet the individual needs of students. An emphasis on spontaneous functional language
     or alternative modes of communication, visual learning, predictable routines, individualized schedules,
     and skill generalization are important facets to this program. Instructional materials are customized
     from the state approved curriculum with access to functional academics and community based
     instruction.
    Characteristics of the Green Community:
        Emphasis on environmental design, visual learning, individual schedules, predictable routines, and skill
         generalization
        Development of spontaneous functional language or alternative modes of communication are stressed
        Greater use of individualized instructional techniques such as discrete trial, errorless learning, 3 Step, Applied
         Behavioral Analysis, and TEACCH
        Customized presentation and/or output of instruction
        High level of sensory supports/ sensory integration
        Social skills instruction focused on initiation
        Access to functional academics and Community Based Instruction
        High staff/student ratio
        Students access the state approved curriculum
        Utilizes a team approach and integration of related services in the implementation of student programs
Green Community Classroom Demographics
   8 students

   Ages 10-13 (4th through 7th grade)

   Primary diagnoses: Autism, Intellectual Disabilities,
    Multiple Disabilities

   Certificate-tracked students

   Classroom staff: Teacher, Assistant Teacher, 7 1:1 aides
Process
   Identified need to expand upon the way that we use
    technology with our student population.

   Acquired iPads and iPad cart.

   Formed workgroup (comprised of teachers, related service
    providers, administrators, technology specialists, etc.)

   Researched apps available for use in instruction.

   Trialed and rated education apps for appropriateness and
    content for students in different communities.
Process
   Determined what subject area would be targeted and
    what apps would be most appropriate for different
    groups of students (math fluency).

   Developed surveys to capture background information.
       Home Technology Survey
       Teacher Technology Survey
       Student Technology Survey
       Attitude Toward Math Survey
       Teacher Effectiveness Survey
Process
   Selected 1-2 apps to be used in with different student
    groupings.
       1 app for Red/Blue communities (Math Racer)
       2 apps for Yellow/Green communities (Park Math and Matching
        Game)

   Developed data sheets to collect information on student
    performance during iPad and traditional instruction.

   Determined what pre-and post-test assessment measures
    would be used.
       Brigance CIBS subtest for Red/Blue communities
       LAP-3 (selected items) for Yellow/Green communities
Process
   Outlined study design and study schedule.

   Trained teachers on their obligations during all phases of
    the study.

   Determined schedule and how iPads would be shared
    among classrooms.

   Obtain IRB approval.
The Answers are in the Room!
   Escalator
Study design
   This study used reversal design (ABAB when comparing
    iPad-based instruction and traditional instruction).

   Data was collected on student behavior or academic
    performance during each of the four phases of the study.

   Additionally, standardized pre- and post-test measures
    were used to show overall student gains in speed and
    accuracy.
Study Goals/Objectives

§Academic     Goal
 §   Increase basic math fluency

§Behavioral   Goal
 §   Decrease level of teacher prompts (increase independent
     behavior and task completion)

§Teaching   practices
 §   Identify opportunities/obstacles for using iPads as
     instructional tools in the classroom
Procedure
Results: Red Community
Results: Red Community
Results: Red Community
Results: Red Community
Results: Red Community
Results: Red Community
Interpretation
   The students in the Red Community showed gains in
    both speed and accuracy, thus a general improvement in
    math fluency over the course of the study window.

   During instruction, the Red Community students were
    able to answer more problems correct per minute during
    iPad instructional phases than during traditional
    instructional phases.
Results: Green Community
Results: Green Community
Results: Green Community




N=7
Results: Green Community




 N=7
Interpretation: Green community
   The level of support and prompting the Green
    Community Students required to complete tasks was
    much lower when using iPad-based instruction than when
    using more traditional methods and materials.

   In other words, these students were able to work more
    independently during iPad instruction phases that during
    traditional instruction phases.

   5/7 students maintained or showed an improvement in
    their raw score on the LAP-3 over the study window.
Obstacles
Obstacles for Students: Instruction vs.
Reinforcement
   What do kids instinctively want to do on a cool new
    device?




   We need to teach our students that while this device is
    fun to play with, it can also be fun to learn with.
Obstacles for Students: Problem Behaviors
   Kids will demonstrate problem behaviors in school.




   The use of “Expected Behaviors” and simply not
    providing a student who’s not ready with the device.
Obstacles for Students: Accommodations
   What about kids who have trouble accessing the device?
       Using a binder board
       Touch screen stylus
       Voice output
       Screen lock
       Volume lock
Obstacles for Staff: Technology What?
   Staff will have varying degrees of comfort with tablet
    technology.
   Specific training is needed to outline specifics from
    turning the device on to saving conventions and
    exporting products.
Obstacles for Staff: Planning!
   The use of tablet technology adds another layer to
    planning.
Obstacles for Staff: Sharing Technology
   Staff need to think thoughtfully about scheduling the use
    of this technology.
   May have to be flexible with planning and scheduling.
Obstacles: Logistics
   Charging, storing, and syncing
   Pick a day to sync
   Only teachers plug in the devices
Obstacles: Logistics
   Purchasing Apps
   Think about how to manage this task! Who’s buying? For
    all devices? Budget?
   There are many, many cool free apps!
Obstacles: Logistics
   It broke?!?
   Have a clear plan in place about what do to if something
    goes wrong with the device.
Opportunities
Opportunities for Students: Level of
Engagement Increases
   Similar tasks can be more engaging on the iPad then they
    are using more traditional instructional tools.
Opportunities for Students: Level of
Independence Increases
   Tablets can be more accessible for some students given
    the touch screen and other features.
   We found they are easier for many of our students to
    independently manipulate than traditional instructional
    tools and a computer with a mouse.
Opportunities for Students: Motivation
Increases
   Many of our students were more motivated to complete
    work when an iPad was present.
Opportunities for Students: Advancement in
Technology
   It is becoming increasingly important that our students be
    able to use technology to participate in instruction and
    vocational opportunities.

   If we are not giving them the opportunity to access these
    tools, we are not adequately preparing them for the
    transition to adulthood.

   Think of all the jobs and careers that require people to
    be able to use technology in some form. The list is
    endless!
Opportunities for Students: Opportunities
for Study

   Students can use tablets to study areas of interest,
    compile and store information, generate reports or
    projects in many forms.
Opportunities for Students: Incidental
Learning/Teaching Opportunities
   There are countless teachable moments that come up
    throughout each and every school day. This is no
    different when using an iPad as an instructional tool.
       Social Skills – sharing, taking turns
       Fine Motor
       Executive Functioning – following a checklist or schedule
Opportunities for Staff: Ability to
Differentiate
   With individual tablets, students can be using different
    apps to target their individual skill needs.
   Many apps also have the ability to differentiate built in.
Opportunities for Staff: UDL Opportunities




           http://www.udlcenter.org/aboutudl/udlguidelines
Opportunities for Staff: Advancement in
Technology
   There are opportunities for staff to become more
    proficient in the use of technology.
   As this happens, teachers acquire more and more tools
    to help them effectively teach the students in their class.
Opportunities for Parents: Opportunities for
Repeated Practice and Exposure at Home
   Many of our families were interested in knowing what
    apps we were using and what skills we were targeting so
    they could do the same thing at home.
   This allows parents to have students complete
    assignments or homework with less assistance or
    prompting from parents who have busy schedules.
   “Kitchen table test”
Resources and Tools
   Name of App          Age/level range(s)   Likes   Dislikes
   Google Earth                                       

   Drum Kit                                           


   Piano                                              


   Talking Tom                                        


   AvatarBook                                         


   Easy-Bake Cupcakes                                 


   IBooks                                             


   Fruit Ninja Lite                                   


   Pet Shop                                           


   Math Ninja                                         


   Periodic Table                                     

   Solar Walk                                         
Data Sheet
Resources and Tools
Questions/Comments
Contact Information
   Please email us if you’d like more information!
   Claire Donehower: donehower@kennedykrieger.org
   Brooke Wesley: wesley@kennedykrieger.org



                       Thank you!

				
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