Monday July 7th

Response to Article: Touching the Virtual, toughing the real: iPads and enabling literacy for students experiencing a disability” (By Rosie Flewitt, Natalia Kucirkova and David Messer).

The article outlines the idea of iPads supporting literacy by first paying credence to the theory of touch in learning.  Prior to reading this article, I hadn’t really taken into consideration the significance of touch in learning and in teaching. Touch is the sense through which we navigate the world around us. The article outlines three main types of touch: real, vicarious and virtual. In doing so, it is clear that there are various forms of touch and each form has a role in education.

The authors’ statement, “technological advances have led to the development of tactile digital interface, leads to me question what’s next? Incorporating technology into the classroom is almost parallel to a ‘good education’, but I am left wondering what the next big wave of technology will be. It is easy to understand how/why a teacher or administrator may feel overwhelmed by new technologies. It is difficult enough teaching yourself how to use them but to then teach a child how to use them to better his/her understanding of specific concepts may seem daunting. I suppose a large part of understanding technology is first understanding the potential. I sometimes harbor guilt for the fact that I am not using technology enough in my classroom (especially when doing remedial work with students).  Part of this guilt stems from simply not having the time to explore ways to incorporate new software.

The authors also point out the “mind-body entangelement”. “Touch and gesture are not merely supplementary to speech but are finely integrated with it”(p.109). The two go hand-in-hand (so to speak). The introduction of iPads into the select school for this study, “stimulated enthusiastic responses from students” (p.111).  My initial reaction to this statement is OF COURSE it elicited excitement in the students. For many kids, iPads are closely related to games and perhaps the kids were enthusiastic because they thought they would be playing on the tablets. They may not have been so enthusiastic had they known it was to “improve literacy”. However, just as a parent hides broccoli under mountains of mushy white potatoes dripping with butter and salt, to get their child to eat vegetables; teachers are hiding academics behind a sleek, shiny “toy”.

The article makes mention of a “cause and effect through actions” (p.111). Immediate response from the device coincides with today’ desire for immediate gratification. Shooting stars blasting across a screen is perhaps more encouraging and motivating than the traditional checkmark.