This preliminary mixed method single subject and qualitative interview study explored the incorporation of iPad tablets into the language arts lessons of four elementary school students with language-based disabilities. Using the iPad increased the student's academic engagement, which was measured by monitoring the number of prompts required to keep the students on task. Teacher and student interviews revealed high levels of satisfaction with using the iPad for language arts instruction. These findings confirmed findings from earlier studies that focused on mobile technology and communication. Limitations of the study and future research suggestions are discussed.
Get full access to this article
View all access options for this article.
References
1.
AchmadiD. (2010). Teaching a multi-step requesting sequence to two adolescents with autism using an iPod-based speech generating device. Unpublished master's thesis, Victoria University of Wellington, Wellington, NZ.
2.
CihakD.FahrenkrogC.AyresK.SmithC. (2010). The use of video modeling via a video iPod and a system of least prompts to improve transitional behaviors for students with autism spectrum disorders in the general education classroom. Journal of Positive Behavioral Interventions, 12(2), 103–115.
3.
DemskiJ. (2011). ELL to go. T H E Journal, 38(5), 28–32.
4.
FloresM.MusgroveK.RennerS.HintonV.StrozierS.FranklinS.HilD. (2012). A comparison of communication using the Apple iPad and a picture-based system. Augmentative and Alternative Communication, 28(2), 74–84.
5.
HammondD.WhatleyA.AyresK.GastD. (2010). Effective use of video modeling to teach iPod use to students with moderate intellectual disabilities. Education and Training in Autism and Developmental Disabilities, 45(4), 525–538.
6.
LoganK. (2012, April 4). Developing communication skills in children with autism spectrum disorder using Proloquo2go on the iPad: An aided language approach. Lecture presented at the ASPECT Research Forum, State Library of NSW, Sydney, Australia.
7.
PriceA. (2011). Making a difference with smart tablets: Are iPads really beneficial for students with autism?Teacher Librarian, 39(1), 31–34.
8.
RothschildB. (2011). Special tool for special needs. Cherry Hill, N.J. Courier Post. Retrieved from http://beta.courierpostonline.com.
9.
SchamberL. (2000). Time-line interviews and inductive content analysis: Their effectiveness for exploring cognitive behaviors. Journal of the American Society for Information Science, 51(8), 734–744.
10.
TurnerD. (2010). Qualitative interview design: A practical guide for novice investigators. The Qualitative Report, 15(3), 757–760.
