Response to July 3rd_2

The article, A Breakthrough for Josh: How use of an iPad facilitated Reading Improvement, outlines one student's success (and by proxy the teacher's success) with using assistive technology in the classroom. The technology used in this particular case study was an iPad. I think it is important to note that the iPad was used as a tool to "facilitate". It was simply a "vehicle for intervention strategies for reading difficulties" (p.20). The technology was not used as a replacement for all intervention strategies, it was simply used in conjunction with various methods.

Perhaps this is naive of me but I was surprised to read that the iPad actually helped the ADHD student focus. It seems ironic that the very piece of technology that is a distraction for so many of us, actually served as tool for focusing an otherwise distracted boy. The article points out that the "most productive approach to use with students with ADHD was a combination of medication and behavioral treatment that included a school intervention component. There is a tendency in education to follow the latest educational trends/fads. We often take a good idea and beat it to death (pardon the analogy); or we throw out all previous "good" ideas. It was refreshing to see that the authors of this article recognized that although the iPad was noted as a helpful intervention, it was not the only intervention in place for Josh.

The article highlights that Computer-Aided Instruction can be "self-paced" and the "game-formatting promotes engagement and attention" (p21). Many students are familiar with various gaming technologies and may therefore equate the iPads with 'fun'. This could eventually lead to children connecting learning to something that is more meaningful to them.

I strongly agree that, "teachers' views and behaviors toward ADHD students directly influence the behavior and consequently the academic outcomes for these students." (p22) Impatience on the teacher's part with ADHD students is often a result of a lack of understanding. Ensuring professional development for teachers on many different types of disabilities would lead to a more inclusive environment.

One major issue with integrating (assistive) technology, not addressed by the article, is accessibility. Students who attend the new high school in Bedford have FAR more access to various kinds of technology than those in Advocate Harbour. Our province divides funds based on the school population. I can (kind of) see the logic to dividing funds in this way, but as a result many of our students, especially in small rural schools, are sorely losing out.

Another issue not addressed by the article is the idea of teaching staff how to embrace new technologies. Many teachers feel burdened and intimidate by the constant waves of new technologies and many of us find it difficult to keep up. Teachers need exploration time to become comfortable with new software and be given opportunities to reflect and share their ideas. In doing so, we will be able to include more assistive technologies into the classrooms that are creating an a safe and positive learning environment for all.