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iPad and Tablet <br />App(lication)s <br />for Special Education:<br />An introduction to their use in the classroom<br />
Greg O’Connor<br />Education Services Manager, Spectronics<br />
The iPad<br />
Android<br />
SOS<br />
It Can’t Teach<br />
“Every new literacy changes the way we think about the world. The alphabet did this to oral cultures. Cheap books did it a...
iTunes<br />
Accessibility<br /><ul><li>Settings
Pointers, keyboards & keyguards
App embedded assistive technology
Switch access</li></li></ul><li>The Classroom<br />
Management<br />Bretford PowerSync Cart for iPad<br />By Apple<br />
Accessories<br />
Assistive Technology<br /><ul><li>Communication / AAC
Visual Supports
Literacy Supports</li></li></ul><li>Teaching and Learning<br />
Assessment<br />
Quality App reviews<br />www.spectronicsinoz.com/blog/apple<br />
Rubrics<br />http://learninginhand.com/<br />http://treetops.org.au/groups/ipadagogy<br />
Student <br />Environment<br />Tasks<br />Tools<br />www.joyzabala.com<br />
SAMR Model (Ruben Puentedura)<br />4-level approach to selecting, using, and evaluating technology in education<br />
Redefinition<br />Technology allows for the creation of new tasks, previously inconceivable<br />Modification<br />Technol...
Redefinition<br />Technology allows for the creation of new tasks, previously inconceivable<br />Modification<br />Technol...
Redefinition<br />Technology allows for the creation of new tasks, previously inconceivable<br />Modification<br />Technol...
Redefinition<br />Technology allows for the creation of new tasks, previously inconceivable<br />Modification<br />Technol...
Critical Decisions<br /><ul><li>Assessment</li></ul>and <br /><ul><li>Sources for quality app reviews
Setting Options
Content management & editing tools
Data</li></li></ul><li>Transformational<br /><ul><li>Differentiation / UDL
Portability
Convergence</li></ul>Gray & Silver-Pacuilla (2011) Breakthrough Teaching and Learning<br />
Data driven decision making<br /><ul><li>Can we wait for the research community to catch up?
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iPad and Tablet App(lications) for Special Education - AASE 2011

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iPad and Tablet App(lications) for Special Education - AASE 2011

  1. 1.
  2. 2. iPad and Tablet <br />App(lication)s <br />for Special Education:<br />An introduction to their use in the classroom<br />
  3. 3. Greg O’Connor<br />Education Services Manager, Spectronics<br />
  4. 4.
  5. 5.
  6. 6.
  7. 7.
  8. 8.
  9. 9. The iPad<br />
  10. 10. Android<br />
  11. 11. SOS<br />
  12. 12. It Can’t Teach<br />
  13. 13. “Every new literacy changes the way we think about the world. The alphabet did this to oral cultures. Cheap books did it after Gutenberg. Mobile, interactive multimedia technologies are doing it in our time. As educators are we up to the challenge?” <br />Pat Clifford, Galileo Educational Network<br />
  14. 14.
  15. 15.
  16. 16. iTunes<br />
  17. 17.
  18. 18. Accessibility<br /><ul><li>Settings
  19. 19. Pointers, keyboards & keyguards
  20. 20. App embedded assistive technology
  21. 21. Switch access</li></li></ul><li>The Classroom<br />
  22. 22. Management<br />Bretford PowerSync Cart for iPad<br />By Apple<br />
  23. 23. Accessories<br />
  24. 24. Assistive Technology<br /><ul><li>Communication / AAC
  25. 25. Visual Supports
  26. 26. Literacy Supports</li></li></ul><li>Teaching and Learning<br />
  27. 27. Assessment<br />
  28. 28. Quality App reviews<br />www.spectronicsinoz.com/blog/apple<br />
  29. 29.
  30. 30.
  31. 31. Rubrics<br />http://learninginhand.com/<br />http://treetops.org.au/groups/ipadagogy<br />
  32. 32. Student <br />Environment<br />Tasks<br />Tools<br />www.joyzabala.com<br />
  33. 33.
  34. 34. SAMR Model (Ruben Puentedura)<br />4-level approach to selecting, using, and evaluating technology in education<br />
  35. 35. Redefinition<br />Technology allows for the creation of new tasks, previously inconceivable<br />Modification<br />Technology allows for significant task redesign<br />Technology acts as direct tool substitute, with functional improvement<br />Augmentation<br />Substitution<br />Technology acts as direct tool substitute, with no functional improvement<br />
  36. 36. Redefinition<br />Technology allows for the creation of new tasks, previously inconceivable<br />Modification<br />Technology allows for significant task redesign<br />Technology acts as direct tool substitute, with functional improvement<br />Augmentation<br />Substitution<br />Technology acts as direct tool substitute, with no functional improvement<br />
  37. 37. Redefinition<br />Technology allows for the creation of new tasks, previously inconceivable<br />Modification<br />Technology allows for significant task redesign<br />Technology acts as direct tool substitute, with functional improvement<br />Augmentation<br />Substitution<br />Technology acts as direct tool substitute, with no functional improvement<br />
  38. 38. Redefinition<br />Technology allows for the creation of new tasks, previously inconceivable<br />Modification<br />Technology allows for significant task redesign<br />Technology acts as direct tool substitute, with functional improvement<br />Augmentation<br />Substitution<br />Technology acts as direct tool substitute, with no functional improvement<br />
  39. 39. Critical Decisions<br /><ul><li>Assessment</li></ul>and <br /><ul><li>Sources for quality app reviews
  40. 40. Setting Options
  41. 41. Content management & editing tools
  42. 42. Data</li></li></ul><li>Transformational<br /><ul><li>Differentiation / UDL
  43. 43. Portability
  44. 44. Convergence</li></ul>Gray & Silver-Pacuilla (2011) Breakthrough Teaching and Learning<br />
  45. 45. Data driven decision making<br /><ul><li>Can we wait for the research community to catch up?
  46. 46. Australian context
  47. 47. Action Research</li></ul>“Investigations conducted by and for the people taking the action, on their<br />own action to inform their future actions”<br />Richard Sagor (2005)<br />
  48. 48. Implications<br />Disruptive Innovation<br />
  49. 49. Successful inclusion (teaching) requires differentiation<br />Teachers reluctant to change<br />Differentiation requires expertise, planning and preparation<br />(Shaddock 2006)<br />Implications<br />
  50. 50. Implications<br />What facilitates changes to teaching?<br />Teachers<br />See diversity as a possibility<br />Principals<br />Provide planning, collaboration and reflection<br />System<br />Practical, content-relevant professional development<br />(Shaddock 2006)<br />
  51. 51. Thanks.<br />
  52. 52. http://gregoconnor.wikispaces.com <br />http://twitter.com/gregoconnor <br />http://delicious.com/ocgreg <br />http://www.spectronicsinoz.com<br />Email: grego@spectronics.com.au <br />Phone: +61 7 3808 6833<br />
  53. 53. Spectronics Free Emailed Update Service!<br />www.spectronicsinoz.com<br />
  54. 54. 22nd - 25th May 2012<br />Jupiters Gold Coast Convention Centre<br />Queensland, Australia<br />www.spectronicsinoz.com/conference/2012<br />

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