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Introduction to the iPad in the Special Education Classroom
 

Introduction to the iPad in the Special Education Classroom

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    Introduction to the iPad in the Special Education Classroom Introduction to the iPad in the Special Education Classroom Presentation Transcript

    • 2012 Australasian Special Education Conference Fremantle, Western Australia Introduction to the iPadin Special Education Classrooms
    • Greg O’ConnorProfessional and ConsultancyServices Manager (Teacher)
    • facebook.com/Spectronicstwitter.com/Spectronics /twitter.com/gregoconnorSpectronics.com.au/Blog
    • http://bit.ly/Nwq01U / Presentation Handout
    • Planet of the appsLord of the apps
    • Planet of the appsLord of the apps
    • Planet of the appsLord of the apps
    • ...inhabiting a world withtools so well fitted to usthat when they are with usthey become transparent...Marc Prensky 2012 Brain Gain: Technology and the Quest for Digital Wisdom
    • How is transparency built into the iPad?
    • How do we determine which apps (tools) are appropriate?
    • www.spectronics.com.au/blog/apple
    • Student Environ Tools S.E.T.T. ment Joy Zabala Taskspectronics.com.au/blog/tools-and-resources/sett
    • Subscriptionspectronics.com.au/online
    • How do we ensure the technology in ourclassrooms is transparent & not one size fits all ?
    • Universal Design for LearningMultiple Means ofRepresentationAction and ExpressionEngagement
    • Universal Design for Learning Multiple Means of RepresentationStudent - How we gatherfacts and categorize whatwe see, hear, and read.Teacher - Presentinformation and content indifferent ways
    • Universal Design for Learning Multiple Means of Action and ExpressionStudent - Planning andperforming tasks. How weorganize and express ourideas.Teacher - Differentiate theways that students canexpress what they know
    • Universal Design for Learning Multiple Means of EngagementStudent - How we getengaged and staymotivated. How we arechallenged, excited, orinterested.Teacher - Stimulate interestand motivation for learning
    • It Can’t Teach
    • How do we ensure the technology in ourclassrooms is being used to enable, engage and empower our students ?
    • SAMR Model4-level approach to selecting, using, andevaluating technology in education (Ruben Puentedura)
    • Technology allows for the creation of newRedefinition tasks, previously inconceivable Technology allows for significant taskModification redesign Technology acts as direct tool substitute,Augmentation with functional improvementSubstitution Technology acts as direct tool substitute, with no functional improvement
    • Technology allows for the creation of newRedefinition tasks, previously inconceivable Technology allows for significant taskModification redesign Technology acts as direct tool substitute,Augmentation with functional improvementSubstitution Technology acts as direct tool substitute, with no functional improvement
    • Technology allows for the creation of newRedefinition tasks, previously inconceivable Technology allows for significant taskModification redesign Technology acts as direct tool substitute,Augmentation with functional improvementSubstitution Technology acts as direct tool substitute, with no functional improvement
    • Technology allows for the creation of newRedefinition tasks, previously inconceivable Technology allows for significant taskModification redesign Technology acts as direct tool substitute,Augmentation with functional improvementSubstitution Technology acts as direct tool substitute, with no functional improvement
    • Thanks
    • http://www.spectronics.com.au/bloghttp://twitter.com/gregoconnorhttp://delicious.com/ocgregEmail: grego@spectronics.com.au
    • www.spectronicsinoz.com
    • www.spectronics.co.nz