Touching the virtual, touching the real: iPads and enabling
literacy for students experiencing disability; by Rosie Flewitt, Natalia
Kucirkova and David Messer
A convincing article advocating the use of iPads to support
student learning across the curriculum, the researchers of this article provide
authentic examples within a small sample size demonstrating the efficacy of
iPad technology. Specifically, the researchers examine the impact of iPads used
to support students with moderate to complex physical and cognitive impairment.
It is clear from the research presented that iPads provide a highly interactive
and sensory based format for student learning to occur independently, or
quasi-independently as determined by specific students.
It is highly evident
that iPads increase student engagement and provide additional avenue for
student learning to occur. To validate this reality, it is interesting to
examine the various neuroscience and psychological references identified in the
article and their connection to student learning. Typically the science behind
learning is either miss-understood, or not explained and the success of
assistive technology, or other technologies are either embraced as effective if
they are deemed as engaging and practical for teachers, or dismissed if the technology is deemed archaic, or cumbersome to use.
The scientific research presented in this article identifies a clear
relationship between the neurological functioning of the human mind and the
internal operating design of iPad technologies. As referred to several times in
this article, the sensory opportunities resulting from iPad use is important to
note. Forever, infants, toddlers and school age children have experienced
sensory through touch and feel. Writing letters in the sand, finger painting,
moulding clay, etc., all of these tactile materials have complemented learning;
digitally however the iPad provides a deeper connection for learners as they
benefit from both tactile and digital fulfillment. As the researchers suggest,
…there is an intricate and
entangled relationship between body and mind, which extends to the objects with
which a person interacts… Taking sensory experience beyond the realm of the
tactile and the tangible, recent work in neuroscience suggests that a
neurophysiological mechanism in the human brain- the mirror –neuron mechanism-
plays a fundamental role in the human capacity to interpret the actions and
sensory experiences of others (Rizzolatti & Craighero, 2004).
In addition to brain-based evidence introduced in the article,
it is evident that iPads provide students with varying degrees of cognitive and
physical impairment a level of independence they have not experienced to this
point in their educational journey. While students with gross motor control
impairment are somewhat limited in their ability to use all iPad functions,
there is overwhelming evidence from this study that iPads have opened up new
learning and inclusion opportunities due to the iPad’s touch-sensitivity and
diverse educational apps.
The portability of the device allows students to work
collaboratively, something that is difficult to achieve with stand-alone
desktop machines. As mentioned in this article, developing literacy skills for
young students is far more successful with the use of iPad apps due to the flexibility
and creativity students can employee. As a writing tool, it is very clear that
an iPad is far more dynamic and engaging than conventional pencil and paper
methods that represented a barrier for many students with complex learning
needs.
As mentioned in the article, the responsiveness of iPads
allows students to achieve a level of creativity and independence that has been
inaccessible with other media. Writing as an example is far more accessible for
students as there is less fine motor control required when writing is completed
with an iPad as there more emphasis on visual and sensory learning. Vygotsky’s
idea of gesture being “writing in the air” is important to recognize as the
iPad offers a different learning environment for literacy to occur. Again, according to the evidence presented in this article, iPads
have profoundly impacted the learning and independence of students in this
small study. Beyond this small sample size it is clear that iPads have
tremendous potential as they are a contemporary example of a convergent
technology. The emphasis is now on teachers to develop a deeper understanding
of iPad function and align this media with existing pedagogical practice.
Video- iPad for special needs: https://www.youtube.com/watch?v=So2eDnKosJc
While there are numerous videos validating the use of iPads
on YouTube, this particular video was selected as it demonstrates how students
are able to perform curricular tasks independently that otherwise would not
have been possible to achieve due to the laborious task of traditional
approaches. The iPad has allowed students to demonstrate understanding that
otherwise may not have been possible. It’s a quick video worth checking out.
No comments:
Post a Comment