Introduction to the iPad in the Special Education Classroom

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Introduction to the iPadin Special Education Classrooms

2012 Australasian Special Education ConferenceFremantle, Western Australia

Greg O’ConnorProfessional and Consultancy Services Manager (Teacher)

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Planet of the apps

Lord of the apps

Planet of the apps

Lord of the apps

Planet of the apps

Lord of the apps

...inhabiting a world with tools so well fitted to us that when they are with us they 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?

S.E.T.T.

Student

Environment

Task

Tools

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Joy Zabala

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How do we ensure the technology in our

classrooms is transparent & not one size fits all ?

Universal Design for Learning

Multiple Means of

Representation

Action and Expression

Engagement

Universal Design for Learning

Multiple Means ofRepresentation

Student - How we gather facts and categorize what we see, hear, and read.

Teacher - Present information and content in different ways

Student - Planning and performing tasks. How we organize and express our ideas.

Teacher - Differentiate the ways that students can express what they know

Universal Design for Learning

Multiple Means ofAction and Expression

Universal Design for Learning

Multiple Means ofEngagement

Student - How we get engaged and stay motivated. How we are challenged, excited, or interested.

Teacher - Stimulate interest and motivation for learning

It Can’t Teach

How do we ensure the technology in our

classrooms is being used to enable, engage and

empower our students ?

SAMR Model 4-level approach to selecting, using, and evaluating technology in education

(Ruben Puentedura)

Technology acts as direct tool substitute, with no functional improvement

Substitution

Technology acts as direct tool substitute, with functional improvementAugmentation

Technology allows for significant task redesignModification

Technology allows for the creation of new tasks, previously inconceivableRedefinition

Technology acts as direct tool substitute, with no functional improvement

Substitution

Technology acts as direct tool substitute, with functional improvementAugmentation

Technology allows for significant task redesignModification

Technology allows for the creation of new tasks, previously inconceivableRedefinition

Technology acts as direct tool substitute, with no functional improvement

Substitution

Technology acts as direct tool substitute, with functional improvementAugmentation

Technology allows for significant task redesignModification

Technology allows for the creation of new tasks, previously inconceivableRedefinition

Technology acts as direct tool substitute, with no functional improvement

Substitution

Technology acts as direct tool substitute, with functional improvementAugmentation

Technology allows for significant task redesignModification

Technology allows for the creation of new tasks, previously inconceivableRedefinition

Thanks

http://www.spectronics.com.au/blog

http://twitter.com/gregoconnor

http://delicious.com/ocgreg

Email: grego@spectronics.com.au