Day 1 Continued & Article: A Breakthrough for Josh: How the Use of an iPad Facilitated Reading Improvement

This evening I spent time reviewing Blogger functioning as it has been a few years since using the site extensively. As I discovered, there are numerous ways to personalize this medium in a way that best reflects your personality, interests, etc. As a teacher, I am reminded of how Blogger serves as an effective tool for conveying information immediately to those that follow, or have access to your blog address, similar to Twitter, but with flexibility beyond 140 characters.

As a teacher, Blogger serves as an excellent formative assessment tool- students thrive on instant technological gratification and certainly enjoy the opportunity to demonstrate understanding through digital mediums. Assignments, product based assignments, online conversation, sharing of resources and learning experiences using Blogger certainly appeal to digitally minded students. Clearly, the options and ideas are endless as to how Blogger can be employed to compliment existing pedagogy. Blogger, like other digital tools serves as an assistive technology tool whereby students are able to communicate digitally in the event that they are unable to communicate verbally, or through other conventional methods.

Day 1- Class:

The opportunity to examine PicCollage was a fun introductory activity to break the ice for the first class. While this app may appear simplistic, the versatility of this app provides numerous options as an assistive technology tool where students are able to demonstrate understanding of essential curriculum outcomes- the only limitation of this app would be the user's creativity. Again, used as an assistive technology, this app can easily be employed across the curriculum to support student learning.  

PicCollage-app

Prizmo- app

Prizmo- having used Word-Q, Speak Q & Dragon for several years in my classroom as an assistive technology (AT) tool for students who demonstrate a variety of learning tendencies, I have always found that these programs are limited in terms of accessibility, require extensive time to set-up, often limited by network idiosyncrasies and other frustrating limitations. Although the mentioned programs have value and support student learning, Prizmo is far more accessible (ipad, itouch, etc.) for users, can be used independently at student desks (no need to compete for computers), is quick and user friendly- this app will be used starting in September across the curriculum. Translating, reading, decoding, etc, this app has tremendous potential. Keeping in mind, it is still important that teachers use context reading material that is age appropriate, uses vocabulary that students are familiar and reading length or duration does not become overwhelming- common sense practice that should not be overlooked despite the presence of an effective app. 

A Breakthrough for Josh: How use of an iPad Facilitated Reading Improvement By Barbara McClanahan- article analysis

Without question one of Josh's greatest challenges is ADHD. ADHD compounded by the fact that Josh is presumably like other boys his age- not particularly focused or interested in reading, or other aspects of elementary curriculum. Research continues to validate that males (predominately) learn more effectively through physical completion of a task, being active, and transitioning from one activity to the next quickly.

In Josh's circumstance, behavioral strategies have served as the focus of his programming and subsequent management while at school. It is evident that the per-service teacher provided what some consider a revolutionary strategy to support Josh. iPad use has essentially provided a new tool that supports learning and indirectly serves as a management tool allowing Josh to maintain focus and learn simultaneously. As a generation, Josh has presumably grown comfortable with digital multimedia, animation and fluid media; as a result, the iPad is a natural extension that appeals to Josh's sense of understanding and ability to focus. 

The per-service teacher's decision to provide focused twenty minute support/programming focused on improving reading decoding, fluency and comprehension is effective use of time. The Insert, 2Go and ABC Alphabet Phonics applications on the iPad serve as examples used to increase Josh's level of engagement and allowed for improved reading/comprehension abilities. The fluid and engaging nature of iPad learning applications validates the sustained use of iPads as an effective AT tool. It is also evident from this research that Josh now understood the necessity of reading, specifically the article states, 

Beyond the numerical data, however, it is important to see the less tangible results revealed in Kristen’s observations of Josh’s reactions, responses, and comments. For example, his request to re-read the story in Lesson One “to make it make sense this time” strongly suggests Josh now understands that reading should be done to construct meaning. His explanation of his rationale for making notes in the text shows that he has developed some control over his own reading strategies. (McClanahan 2012, pp.25)

The efficacy of the iPad is clear and measurable, Josh's realization however that reading has purpose and his desire to understand written text is a tremendous achievement. Clearly Josh's realization is in large part due to the functionality of the iPad combined with strong pedagogical programming that was timely and focused.

Although Josh used the iPad while working with the per-service teacher for several weeks as part of a active research assignment, it is important to recognize that once application use is taught, the iPad used independently by students such as Josh should be the goal. Unlike other AT tools that depend on use in isolation (such as a stand alone computer, etc.) the iPad can be used to support student learning independently while students remain at their desk; this flexibility alone reduces student anxiety and will arguably increase independence and student understanding. 

Again, it is evident from Josh's situation and several other students that the iPad has tremendous potential to promote student independence, increase competency and above all improve student engagement.