Authors: Minwook Ok and Joan E. Hughes, Ph.D. Presented at: Council of Exceptional Children Conference in April 2013

1. TEACHING AND LEARNING WITH IPADS FOR
HIGH SCHOOL STUDENTS WITH DISABILITIES
The University of Texas at Austin
Minwook Ok & Joan E. Hughes
Council of Exceptional Children (CEC) 2013

2. Background & Rationale
• Technology-based instruction can support students with
disabilities to enhance their academic
learning, motivation, attention, on-time task and
independence (Bouck & Flanagan, 2009; Fitzgerald, Koury, & Mitchem, 2008;
Woodward & Rieth, 1997)
• iPads have gained popularity recently and
researchers, parents, teachers have demonstrated iPads
can be useful tools for teaching students with disabilities
(Nirvi, 2011)
• However, there is little empirical research investigating the
effects of using iPads in the teaching and learning of
students with disabilities; More research is required

3. Purpose & Research Question
• To understand the recent phenomenon of iPad
integration into PK-12 schools, especially in a
special education class
• How do iPads support teaching and learning in a
modified high school biology class?

4. Participants and Setting
• A special educator
o 11 years teaching experience in special education
o Teaching a modified biology class
• Four students
o 9th - 10th graders
o 2 students with LD, 1 student with TBI, 1 student with CP
• High school in an affluent suburban area in US
o Serves 2,500 students
o 74% White, 11% Hispanic, 10% Asian, 4% Multi-Race, 1% African-
Americans, 3% economically disadvantaged, 2% ELL
o High achievement school
o Invests heavily in digital technologies for classrooms
o 1:1 iPad initiative started in May 2011
• A modified high school biology classroom

5. Research Design
• Qualitative research design: Ethnography
• Data collection
• Field notes of weekly observation in classes
• Formal teacher interview at the beginning and at the end of
semester
• Informal chats with the teacher
• Duration
• One academic semester (Feb-May in 2012)

6. Modified Biology Class
• Teaching basic cellular chemistry (e.g., atoms, molecules, bonding
animal cells, cellular respiration, ATP production, classification system, human
systems, organization of life)
• Duration: 45 minutes
• Biology class can be difficult for students with disabilities
because of difficult vocabularies and concepts
• Designed to help students with disabilities to learn biology
• Small group instruction class

7. Teaching and Pedagogy
• Teacher
o Built personal rapport with her students
o Has passion about teaching students with disabilities
o Built classroom environment where students can feel safe; if they make mistakes
they are not going to be ridiculed. Safe place to try and learn
o Likes to integrate technology in her instruction
• Mainly provided “Small group, direct instruction with class discussions”
o A teacher opens PDF class notes on Smartboard, provides lectures on
concepts, fills out the blanks on the note, asks questions to students; students are
asked to open the notes on their iPads and take notes followed by the teacher
• Teacher believes iPads enhance more student-centered instruction and
project-based learning
• Break down to smaller contents, Review contents, Re-teach if
needed, Various materials (e.g., PDF class notes, textbooks, video, pictures)

8. Use of iPads in Teaching and Learning
• Mainly rely on using PDF files (class notes, tests, test review
materials) to take notes during class or work on tests on
their iPads
• E-mail communication
o Teacher sends class notes or test to students
o Students send homework/completed test to the teacher
o Teacher provides frequent feedback
o Teacher sends class notes to students who miss class
o Student group work

9. Use of iPads in Teaching and Learning
• Apps
o Screen Chomp: Whiteboard app - Formative assessment
o Noterize: Note taking app- Personalized document (e.g., different color, handwriting)
o Voice flash cards- Auditory scaffolding
o Edmodo: social secure learning network, class site
o Lab app (Toss-up): 3D coin-toss up for teaching gender probability
o Dictionary, spell checker, calculator
o iMovie: Develop student project
o Facetime: Student group work
• Web-browser use
• Edmodo (a free social secure learning network for teachers and students)
• E-mails
• Search information

10. Assessment
• At least two short quizzes per chapter, frequent pop-quizzes
• Multiple choice, short answers, fill out
blanks, vocabularies, open-ended questions
• Assessment tools
• Edmodo (Teacher uploads pop-quiz, test review, or announcement)
• Noterize app (Open test file on the app to complete test forms)
• Extra credit: Screen-chomp app (formative and summative assessment-
students can create a short video to show their knowledge of contents)

11. Advantages
• Mobility & Extended learning (learn anywhere & anytime)
• Communication (send notes to students who missed class; enhance teacher-
student/student-student interaction; increase feedback)
• Engagement & Motivation
• Organization
• Collaboration (Facetime, Edmodo, e-mail)
• Easy accommodation for individual students (e.g., larger
font, different color); No need to go to testing center (e.g., read aloud
test)
• Independent study tool (providing scaffolding)
• Builds Confidence

12. Barriers
• Limited time for professional learning
• Charging & Updating (going things slow down)
• Limited Memory
• No Flash capability (does not work with Smartbaord)
• Distractions & off-task behavior
o Classroom management: need to teach what is appropriate use
o If parents asked to take their child’s iPads because of addiction or
inappropriate use of iPads, the students cannot use iPads

13. School Support
• Set up Wi-Fi
• Professional learning (workshops, conference, training)
• Provide teachers iTunes cards to purchase apps
• Provide technical support
• Support teachers to have enough time to be familiar with
iPads; Minimal pushback

14. Students’ thoughts

15. Limitations, Implications for Practice, Future research
• iPads can be useful tools in teaching and learning for students
with disabilities; more research is required to investigate how
iPads can be effectively used to support students with
disabilities
• School-district level support is important
• Teachers need to teach students appropriate use of technology
• Longitudinal study is required for deeper understanding
• Various special education class settings (e.g., life skill, modified English)
• Investigate effects of using iPads with younger students
(elementary or middle school students)

16. References
• Bouck, E. C., & Flanagan, S. (2009). Assistive technology and
mathematics: What is there and where can we go in
special education. Journal of Special Education Technology,
24(2), 17-30.
• Fitzgerald, G., Koury, K., & Mitchem, K. (2008). Research on
computer-mediated instruction for students with high
incidence disabilities. Journal of Educational Computing
Research, 38(2), 201-233. doi: 10.2190/EC.38.2.e
• Nirvi, S. (2011). Special education pupils find learning tool in
iPad applications. Education Week, 30(22), 16-17.
• Woodward, J., & Rieth, H. (1997). A historical review of
technology research in special education. Review of
Educational Research, 67(4), 503-536. doi: 10.2307/1170519