Description of Exemplary Practice
Teachers use assessment results to guide instruction for students. Instruction should then be differentiated for all students based on their levels, needs, and interests. Unfortunately, accommodations and modifications of instruction are sometimes inconsistent or not feasible for one classroom teacher to implement due to the high population of other students with similar or varying disabilities and numerous recommendations from Individual Education Plans (IEPs). Time for teachers to assess all levels, interests, and needs of students; analyze the data; plan instruction; prepare instructional tools; and then share their instructional time among these varying students is what makes exemplary teaching practice nearly impossible. With advances in technology, teachers may now have the opportunity to increase the implementation of best practices. Northrop and Killeen (2013) suggest that for technology to be effective, it needs to be situated in the Zone of Proximal Development (Vygotsky, 1978) of a student. With built-in assessments and data analysis, iPad applications can be used as a highly engaging, differentiated, and skill-specific instructional tool for multiple students at a time.
iPads can be used as a tool to provide higher levels of sensory stimulation to engage students with attention difficulties to accomplish academic objectives in a sensitive and minimally intrusive manner. iPad applications can allow students to integrate all sensory modalities. “The Optimal Stimulation Theory of Attention Deficit Hyperactivity Disorder (ADHD) suggests the possibility that high levels of sensory stimulation using the iPad may allow students to engage in the learning task in ways that typical classroom experiences do not” (McClanahan, Williams, & Kennedy, 2012, p. 26).
Aronin and Floyd (2013) found that students in their study not only met the objectives of the Common Core State Standards, but they found students developed additional skills such as increased determination and resolve, motivation to learn, and development of poor fine motor skills while using tablet technology. According to Pacino and Noftle (2011), the International Reading Association's position paper recommends:
Given the rapid changes in technology and the impact on literacy development, the International Reading Association believes that educators must become proficient and integrate these new, expanded literacies in the classroom to prepare students for the digital age. The organization further advocates that students be given access to the new ICT literacies as well as the opportunity to acquire the knowledge and skills for effective information use and participation in a digital world. (p. 482)
iPad applications were used in this study as an instructional tool for students to acquire and practice basic literacy subskills at an independent level. Students engaged in interactive and reinforcing applications on their assigned iPads to independently practice phonemic awareness, alphabetic principles, phonics skills, and high-frequency word recognition according to their levels, needs, and interests.
iPads can be used as a tool to provide higher levels of sensory stimulation to engage students with attention difficulties to accomplish academic objectives in a sensitive and minimally intrusive manner. iPad applications can allow students to integrate all sensory modalities. “The Optimal Stimulation Theory of Attention Deficit Hyperactivity Disorder (ADHD) suggests the possibility that high levels of sensory stimulation using the iPad may allow students to engage in the learning task in ways that typical classroom experiences do not” (McClanahan, Williams, & Kennedy, 2012, p. 26).
Aronin and Floyd (2013) found that students in their study not only met the objectives of the Common Core State Standards, but they found students developed additional skills such as increased determination and resolve, motivation to learn, and development of poor fine motor skills while using tablet technology. According to Pacino and Noftle (2011), the International Reading Association's position paper recommends:
Given the rapid changes in technology and the impact on literacy development, the International Reading Association believes that educators must become proficient and integrate these new, expanded literacies in the classroom to prepare students for the digital age. The organization further advocates that students be given access to the new ICT literacies as well as the opportunity to acquire the knowledge and skills for effective information use and participation in a digital world. (p. 482)
iPad applications were used in this study as an instructional tool for students to acquire and practice basic literacy subskills at an independent level. Students engaged in interactive and reinforcing applications on their assigned iPads to independently practice phonemic awareness, alphabetic principles, phonics skills, and high-frequency word recognition according to their levels, needs, and interests.