As mentioned in the article, the main strategies for implementation for students with ADHD are: presentation of learning tasks in multiple modalities, the capability of chunking tasks into more manageable pieces, and repeated trials with immediate feedback. These accommodations are often the strategies used for other learning difficulties and sometimes behaviour problems. The iPad, is clearly the magical tool that assists teachers in accommodating struggling students ( learning and behaviourally) to be successful with learning. I can't help but wonder why my school board and /or Department of Education has not implemented iPads on a larger scale making them a mandatory classroom technology. Their success is becoming more and more evident not to mention their popularity. I can only imagine since its introduction, that much research has occurred that validates the educational advantage provided by the iPad.
When reading the portion of the article discussing Kindles, I couldn't help but reflect on my own usage of my iPad and all the adjustments I have made to accommodate my needs ( mainly larger font size). This reminded of a comment made at the conference on Friday, and a similar comment that was made in class on Thursday about the assumptions we make about people. Often times we assume the majority of students are starting at the same place or level. The article has reminded me that although students may not suffer from either learning or behavioural problems that they may require small accommodations necessary to be successful, much like myself in reading on a computer screen. iPads and similar technologies enable users to make these accommodations and can improve the users experience with the technology.
It was also refreshing to read an article acknowledging that teachers find it near impossible to consistently implement IEP's and adaptations. It is one thing to develop an IEP's but with 25 odd students several of which have IEP's, it is near impossible the cater to all their needs by consistently providing them with the various modifications and accommodations needed for their success. iPads could certainly help a class with multiple IEP's engaging students in various ways meeting their needs.
One point that was made in the article that had me thinking was when Kristen comments that Josh sat perfectly still for at least 10 minutes while working on the iPad screen. Although I acknowledge the importance of these ten minutes to Josh and his teacher it does remind me of concerns of too much screen time and the desire to have students sitting still in the classroom environment. I am by no means ignoring the extreme success Josh had with the iPad and the role it played in building his confidence, nor do I think 10 minutes is too much screen time. I am wondering about the long term effects on children who become dependent on iPads to support their education. iPads have only been around for 4 years and we do not yet know the long term effects of their use. I do realize that this is the way our world is going and that we are using screens for everything now a days. As an example, research has shown that prolonged exposure to screens that use LED technology suppress melatonin production in the brain and therefore interferes with sleep patterns. I suppose I am playing devils advocate but I do feel as though it is a point worth making.
I am pro iPad use for the modification and accommodation of students learning. I think they are a wonderful tool and the success they offer to students certainly outweigh any possible negative effects that may exist at this point in time. This article certainly demonstrates a success story and leaves me feeling optimistic about the technologies that are yet to come that will further assist students.
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