Potential of Using iPad as a Supplement to Teach Math to

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International Journal of Research in Education and Science. Volume 3 Issue 1 Winter 2017 ISSN 2148 9955, Potential of using iPad as a Supplement to Teach Math to. Students with Learning Disabilities,Daljit Kaur Ashley Koval Hannah Chaney. Article Info Abstract, Article History This qualitative study was conducted to identify the potential of using iPad as a. supplement to teach math to students with learning disabilities Ten teacher. Received candidates from a university in the south provided one on one math tutoring. 24 July 2016 services to ten students in a self contained classroom at a local high poverty. elementary school The students were tutored math for five weeks using ten free. math apps in addition to the traditional teaching methods The apps were. 01 December 2016, selected as they deemed fit with the math content standards and abilities of the. students Each week teacher candidates reflected on their tutoring experiences. and at the end of five weeks they completed an open ended survey regarding. Special needs students their use of iPads as a supplement to teach math to the students Findings. IPads confirmed the use of iPad as a supplement to help students conceptual. Math pre service teachers understanding of numbers order of operations expressions and multiplication. and division skills,Introduction, Mobile devices like iPads have revolutionized the ways in which education is delivered and received in the 21st.
century Since their introduction in 2010 schools across the United States have been investing in this device to. promote teaching and learning across curriculum They are suitable to meet the learning preferences of the. students and the curriculum needs Hahn Bussell 2012 Different educational apps allow opportunities for. creativity collaboration engagement motivation achievement and communication Portability versatility ease. of access to information and manipulation of this device has attracted people in education Koszalka. Ntloedibe Kuswani 2010 and other users regardless of their age and technological skills The touch screen and. other built in features such as sounds images animations text enlargement highlighting etc allow users to. manipulate content and experience things in ways that they never have before There are several studies. conducted to identify the benefits of using iPads with students in several subject areas The purpose of this study. was to identify the potential of using iPad as a supplement to promote conceptual understanding of numbers. order of operations expressions multiplication and division of students with learning disabilities. Background, Research related to technology in education is immense With the increasing advancements in technology the. need for research to identify the associated implications keeps increasing Ipad is a new and intriguing form of. technology that has variety of functions and potential to enhance teaching and learning Ipads offer opportunities. for extra practice by allowing students to work with interactive educational apps Ensor 2012 With the. increasing use of iPads in education since their introduction in 2010 it is necessary to examine the pedagogical. effectiveness of this device Milman Carlson Bancroft Boogart 2014 Since the use of iPads in K 12. classrooms several studies have been conducted with teachers and students across different subjects to identify. how iPads promote teaching and learning However there is paucity of research related to iPads and special. needs students in high poverty schools It is important to note that most students in high poverty schools might. not have access to this technology outside of the classroom These students must have additional assistance. through small group instruction and opportunities to explore learning Ensor 2012 within the school settings. This study was conducted to examine the potential of using iPads as a supplement to support math learning of. students with special needs at a high poverty school. Int J Res Educ Sci 115,Literature Review,IPads and Literacy. Ipads are found to be very effective in developing literacy skills Beschorner Hutchison 2013 enhancing. student motivation promoting independence providing opportunities for self expression Flewitt Kucirkova. Messer 2014 and improving engagement Hutchison Beschorner Schmidt Crawford 2012 Beschorner. and Hutchison 2013 conducted a study to determine how well iPads facilitate emergent literacy in an early. childhood classroom They found that the young children were able to use iPads without assistance and they. were able to develop emerging knowledge about print in digital context Flewitt et al 2014 conducted a case. study research with a diverse group of students aged 3 to 19 years in a special school in the English Midlands to. identify the potential of iPads for supporting literacy learning in special education The researchers focused on. the literacy learning opportunities offered by the touch screen interface of the iPads and found that the sensory. and kinesthetic experience with iPads enhanced students motivation control and independence increased their. achievement and provided opportunities for self expression Hutchison et al 2012 found that iPads used for. literacy instruction supported student learning and improved engagement. Ipad and Differentiation, Ipads have also been used to differentiate instruction to meet the varied learning needs of the students Milman. et al 2014 conducted a mixed methods study at an elementary school in the United States to determine how. teachers used iPads to differentiate instruction and how the iPads were used in multiple content areas It was. found that teachers used iPads to enhance their lessons and used them in combination of at least two different. content areas during a particular lesson With the iPads they were also able to personalize the activities to match. the learning style of the students For instance visual learners could take a picture of something and then write. about it and auditory learners could record something and turn it into a movie To enrich instruction using iPads. Powell 2014 emphasizes the importance of aligning apps with the learning goals standards and abilities of the. students When iPads are aligned with the learning styles and standard related apps it helps to meet individual. learning needs and enhances instruction,Ipads and Students with Special Needs. McClanahan Williams Kennedy and Tate 2012 reported the results of a six week tutoring program using an. Ipad with a student with Attention Deficit Hyperactivity Disorders ADHD in an elementary education reading. course The iPad not only helped the student with his attention focus but also made him more metacognitive in. his reading The authors found that iPad instruction can significantly improve the reading abilities of students. with reading disabilities Vogelgesang Bruhn Coghill Behrends Kern Troughton 2016 examined the effects. of an iPad application called SCORE IT to monitor the behavior of three fifth grade students at risk for ADHD. who exhibited low rates of academic engagement They found that the use of the SCORE IT app had led to. substantial improvements in academic engagement Flower 2014 investigated the effect of iPads on time on. task during independent practice for three students with emotional behavioral disorders compared to their time. on task during a typical independent practice condition It was found that the use of iPads produced increased. time on task compared to the typical independent practice conditions for all three students Flores et al 2014. found that the use of iPads as an assistive technology device to deliver literacy based behavioral interventions. and social stories to students with autism spectrum disorder ASD improved their social skills and poor. Ipads Mathematics and Students with Special Needs, Zhang Trussell Gallegos Asam 2015 conducted an exploratory study in an inclusive fourth grade classroom.
to see the effects of apps on math skills of students and found that the use of math apps improved student. learning and reduced achievement gap between struggling and regular students On the other hand Carr 2012. investigated the impact of iPad use on fifth grade students mathematics achievement over the course of one. academic quarter and found that the change from pretest to posttest was not significantly different between the. experimental and control groups however both groups did improve their math performance scores Haydon et. al 2012 compared the effects of using worksheets versus iPads on math fluency and academic engagement of. high school students with emotional disturbance and found that the iPads proved superior to the worksheet in. 116 Kaur Koval Chaney, both math fluency and academic engagement O Malley et al 2013 researched the effect of using a basic math. skill application to increase basic math fluency of students with moderate to severe cognitive disabilities The. math app was found to be an effective tool and it allowed students to make progress toward learning goals and. improved their interest A study from Aronin and Floyd 2013 involved using iPads with preschoolers to. introduce science technology engineering and mathematics STEM Their purpose was to introduce the. STEM curriculum to the youngest learners to hopefully see overtime an increase in collaboration skills. vocabulary and the ability to create and discuss scientific relationships They used small teacher led groups. when introducing iPads and the related apps With regard to students with disabilities they state that the. motivation of playing with the iPad has been shown to increase student s determination and resolve p 39. Ipads Motivation and Behavior, Research indicates that the use of iPads also helps to improve student motivation Ciampa 2014 reported the. perceptions of sixth graders and their teacher regarding the relationship between mobile learning devices and. motivation The findings were consistent with Malone and Lepper s intrinsic motivation theory and proved that. motivation can be enhanced through challenge curiosity control recognition competition and cooperation. Neely Rispoli Camargo Davis and Boles 2013 suggest that using iPads as an instructional tool instead of. traditional teaching methods helps to reduce behavior problems and increases academic engagement Delacruz. 2014 conducted research to see how using the iPad app Nearpod influenced student motivation and. engagement of nine 4th graders involved in the study It was found that the students were more engaged using. the app because they were able to remember their vocabulary words and were able to explain them. Since the introduction of iPads in 2010 and their use in K 12 classrooms thereafter researchers have conducted. several studies both with regular students and students with special needs They have researched several aspects. of education such as academic engagement motivation behavior differentiation learning styles to name a few. and have focused on several content areas such as literacy and mathematics However there is scarcity of. research related to the use of iPads with special needs students in high poverty schools As mentioned earlier. most students in high poverty schools might not have access to technology outside of the school Keeping that in. mind this study was conducted to explore the potential of using iPads to teach math to students with learning. disabilities at a high poverty school in the south. Description and Setting, This research was a part of a five week service learning project during which ten teacher candidates enrolled in. undergraduate education programs at a southern university provided one on one math tutoring services using. iPads to promote math skills of ten students enrolled in a self contained fourth grade classroom at a local high. poverty elementary school in the south The students tutored had specific learning disabilities they were below. grade levels in math and had below average scores on Measures of Academic Progress MAP testing in. mathematics They were tutored at the local school for two hours each week using ten free math apps that. aligned with the math content standards and the abilities of the students Teacher candidates designed weekly. math lesson plans related to the topics provided by the classroom teacher They first taught the math lessons. using the traditional teaching methods and then used apps as a supplement at the end to reinforce learning At. the time of the study 89 of the students were on free and reduced lunch which qualified this school as a high. poverty school,Participants, The students tutored in this study included three African American females four African American males and. three Caucasian males The teacher candidates who tutored the students included two Caucasian males three. African American females and five Caucasian females Two teacher candidates were from early childhood six. from elementary and two from middle level program The classroom teacher was a Caucasian female. The teacher candidates selected for this study had successfully completed a technology course in which they. were trained on how to use different types of technology in K 12 classrooms They had been introduced to. various educational apps and how to use those apps to enhance student learning This study provided an. Int J Res Educ Sci 117, opportunity for teacher candidates to work with special needs students during their clinical experience for a.
three hour math content course and prepared them for future jobs in high poverty schools On the other hand. supplement to teach math to students with learning disabilities Ten teacher candidates from a university in the south provided one on one math tutoring services to ten students in a self contained classroom at a local high poverty elementary school The students were tutored math for five weeks using ten free math apps in addition to the traditional teaching methods The apps were selected as

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