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Using iPads with struggling readers
Breanne Determanon 1 May 2013
Transcript of Using iPads with struggling readers
Support Students who Experience Difficulties Why should we integrate iPads? 1. Professional responsibility
2. Digital tools require unique tools
3. Unique opportunities
4. Support struggling learners
5.Tool for every teaching style Who can use the iPad? -Academic scores have been in the 90th percentile since 2008.
-Using technology has helped both the children’s speaking and listening skills — particularly for many shy children.
-They are confident, creative students that have had their curiosity. “In the shift to digital, it’s not just about replacing textbooks but inventing new ways of learning. Some of the education apps being developed for iPad are approaching learning in an entirely new way, and that’s exciting.” - Sarah Rotman Epps How can iPads help struggling readers? -Josh is a fifth grader with ADHD, reading at a 2nd grade level.
-Tutor used iPad with Josh
-Josh used the iPad to record himself reading
-Josh became meta cognitive.
-Second grade material went from instructional to independent and went up a grade level in 6 weeks. Mrs. Dill's 4th grade class -Teach print-based literacy goals
-Reading comprehension of visualization.
- Doodle Buddy
-All of the pictures were exported and put together to project as the story was read. Mrs. Dill was able to meet her print-based literacy goals while introducing some of the new literacy skills associated with 21st century technologies.
Using the iPads keep the students highly engaged and able to demonstrate unique and creative ways of responding to text. ESL Students
3rd graders in Texas -Boham Elementary has a new iPad program for checking out books on an iPad.
-Comprehension test included with books
-They can download these books directly from the districts library. -Before the iPad program only 63% of the students passed the reading portion of the harder standardized test.
-5,000 more books have been checked out a month since starting the iPad program.
-Students enjoy the convenience. Students with Autism Four students with autism learned to use an iPad tablet to learn phonics.
Began learning more independently.
Their performance in communicating and in recognition and identification of letters became apparent.
Visual discrimination had improved.
Ipad was easy to navigate. Students followed along from left to right.
For autistic students, the iPad can be very engaging, motivational and portable.
It can help encourage students on the spectrum learn and overcome challenges. CAUTIONS Not sure if your students are
playing or learning on their iPads? Framework for iPad integration Step 1: Teach the targeted literacy skill without the appStep 2: Explain and model the appStep 3: Guided Practice with the app and with the targeted literacy skillStep 4: Independent practice with the app
Teachers need to:
1. Explicitly teach the content before introducing the app.
2. Use the app for guided and independent practice. 3. Check to make sure the students understand both how to use the app and the literacy content in the app.
4. Be aware and wary of the limitations of the app. -Make sure the apps have correct information and you are familiar with the content and limitations in the apps Closing Remarks For technology to be effective it needs to be situated in the zone of proximal development of a student and allow the student to work with material at his or her instructional or independent level. We are approaching the day when tablets won’t be an option anymore, but a requirement. Some colleges are requiring students to bring tablets. I think that using iPads in the classroom is very beneficial and effective, as long as it is being used for curricular integration for enhancing literacy instruction along with teaching digital literacy skills and not just technological integration. Ipads need to promote progress toward a literacy goal and not just be used as an add-on. Using the iPads keep the students highly engaged and able to demonstrate unique and creative ways of responding to text. As well as helping the struggling readers and students with learning disabilities or challenges. References:
Apple. (2013). Retrieved from http://www.apple.com/education/profiles/flitch-green/
Aronin, S., & Floyd, K. K. (2013). Using an iPad in Inclusive Preschool Classrooms to Introduce STEM Concepts. Teaching Exceptional Children, 45(4), 34-39.
Bonnington, Christina. "Can the IPad Rescue a Struggling American Education System?" Wired.com. Conde Nast Digital, 04 Mar. 0013. Web. 25 Mar. 2013.
Fan, T. (2012). Enhancing Learning with the Use of Assistive Technology for Children on the Autism Spectrum. Online Submission,
Hutchison, Amy, Beth Beschorner, and Denise Schmidt- Crawford. “Exploring The Use of the Ipad for Literacy Learning.” Reading Teacher 66.1 (2012): 15-23. Academic Search Premier. Web. 25 Mar. 2013.
Kreighbaum, Andrew. "Boost in McAllen elementary reading seen after iPads." Monitor, The (McAllen, TX) 18 Feb. 2013: Newspaper Source Plus. Web. 25 Mar. 2013.
Northrop, L., & Killeen, E. (2013). A Framework for Using iPads to Build Early Literacy Skills. Reading Teacher, 66(7), 531-537. doi:10.1002/TRTR.1155
Saine, Paula1. "Ipods, Ipads, And The Smartboard: Transforming Literacy Instruction And Student Learning." New England Reading Association Journal 47.2 (2012): 74-79. Education Full Text (H.W. Wilson). Web. 25 Mar. 2013.
Susan Tate, et al. "A Breakthrough For Josh: How Use Of An Ipad Facilitated Reading Improvement." Techtrends: Linking Research And Practice To Improve Learning 56.3 (2012): 20-28. ERIC. Web. 25 Mar. 2013.
Thoermer, A., & Williams, L. (2012). Using Digital Texts to Promote Fluent Reading. Reading Teacher, 65(7), 441-445. Made by: Bre Determan
CI 558 Spring 2013