Article: iPads as instructional tools to enhance learning... Cumming

Article Review: iPads as instructional tools to enhance learning opportunities for students with developmental disabilities: An action research project

When considering the foundational framework of Universal Design for Learning (UDL)- providing multiple means of representation, engagement and expression, it is difficult to overlook the profound impact iPad technology has in the realm educational assistive technology. The highly functional design of apps, combined with the portability of iPads validates iPads as an effective instructional tool for learning. The creators of this article echo the realities listed above and provide multiple examples of where iPads have enhanced instructional practice and student learning during their action research. 

One of the goals of the research reported in this article was to provide students with literacy and communication difficulties an effective communication tool while developing new ways to express themselves. 

As introduced in the article, baseline data collected examined student’s academic ability, achievement and levels of academic achievement, pictures, videos and observations prior to iPad implementation. This data provided a balance of qualitative and quantitative data that was later reviewed. In terms of the findings, it was not surprising that teachers discovered that iPad implementation made it easier to differentiate instruction of each student and provided students with more access to curriculum. Teachers also found that students involved in the study were more engaged and independent; these research findings are very consistent with the conversations had during class while exploring app use to support student learning and UDL. Several of the student testimonies’ listed in the findings demonstrate the effectiveness of iPad implementation. 

In addition to engagement and independence, findings and conversation in the article related to support and success of students with speech and communication struggles is important to recognize. The dictation apps improve student communication and confidence while in class. 

Despite all the successes and endless possibilities resulting from iPad use, it was interesting to examine the limitations listed in the research findings. The perceived lack of age appropriate, low reading level apps was listed as a concern; although with the dictation capabilities of apps, it is possible that the true function of each app was not explored. Other limitations such as accessibility to iPads (not enough devices), or time to learn iPad functioning is more a reality of the study and not a function of the iPad/app. 

It is clear from the overall impression of this article is that iPads are effective tools for instruction, enhance learning, promote independence and make learning more inclusive. As suggested in the closing findings of the article, it is essential that teachers take necessary time to learn iPad/app functioning prior to implementation/student programming.  Nevertheless, it is clear from the research that tablet technology has had a positive global impact in schools, especially for students with disabilities.