Assisted Approach as a Tool for Increasing Attention When Using the iPad in a Special Elementary School: Action Research

Authors: Vojtěch Gybas, Libor Klubal, Kateřina Kostolányová

Abstract:

Nowadays, mobile touch technologies, such as tablets, are an integral part of teaching and learning in many special elementary schools. Many special education teachers tend to choose an iPad tablet with iOS. The reason is simple; the iPad has a function for pupils with special educational needs. If we decide to use tablets in teaching, in general, first we should try to stimulate the cognitive abilities of the pupil at the highest level, while holding the pupil’s attention on the task, when working with the device. This paper will describe how student attention can be increased by eliminating the working environment of selected applications, while using iPads with pupils in a special elementary school. Assisted function approach is highly effective at eliminating unwanted touching by a pupil when working on the desktop iPad, thus actively increasing the pupil´s attention while working on specific educational applications. During the various stages of the action, the research was conducted via data collection and interpretation. After a phase of gaining results and ideas for practice and actions, we carried out the check measurement, this time using the tool-assisted approach. In both cases, the pupils worked in the Math Board application and the resulting differences were evident.

Keywords: Special elementary school, mobile touch device, iPad, attention, math board.

Digital Object Identifier (DOI): doi.org/10.5281/zenodo.1339800

References:

[1] P. Adamus, P. Franiok, M.Kaleja, E. Zezulková, “Educational strategies in the education of selected groups of pupils with special educational needs” Ostrava. 2015. Ostrava univerzity in Ostrava.
[2] L. Gajzlerová, "Multimedia technologies and their use by pupils with special educational needs in inclusive school environment". Brno: Masaryk univerzity, 2014.
[3] O. Müller, M. Valenta, "Psychopaedia". The theoretical basics and methodology. Praha: Parta, 2009.
[4] J. Pipeková, “Chapters from Special education 2nd edition. Brno: Paido, 2006.
[5] J. Průcha, E. Walterová, J. Mareš, „Educational dictionary” Praha: Portál, 2003.
[6] RVP ZŠS. "Framework educational program for the field of education in special elementary schools," 1st edition. Praha: Institute for Educational Research, 2008.
[7] O. Neumajer, L. Rohlíková, J. Zounek, "Learning with a tablet: use of mobile technologies in education" Praha: Wolters Kluwer, 2015.
[8] P. Zikl a kolektiv. "Use of ICT for children with special needs" 1. vyd. Praha: Grada, 2011.
[9] Apple. “Special education, “Accessed on 14/11/2016 from: http://www.apple.com/education/special-education/ios/
[10] V. Gybas, “Assisted access”, Accessed on 14/11/2016 from: http://www.ipadvevyuce.cz/?p=2550
[11] ITunes Store. “MathBoard”, Accessed on 14/11/2016 from: https://itunes.apple.com/us/app/mathboard/id373909837?mt=8
[12] EPPS, S.T. “Special education teachers’ lived experiences in the implementation of the iPad as an instructional tool for students with intellectual disabilities”, Accessed on 14/11/2016 from: http://digitalcommons.liberty.edu/cgi/viewcontent.cgi?article=2240&context=doctoral
[13] SuperApple Magazín. “iPads in special elementary schools”, Accessed on 14/11/2016, from: http://superapple.webnode.cz/products/superapple-magazin-5-2016-zari-rijen/
[14] T. Janík, "Action research as improving teaching practice," Accessed on 14/11/2016, from: http://www2.tf.jcu.cz/~bauman/KPD_VTMP_KVTMP/Akcni_vyzkum.pdf
[15] Altrichter, H.; Posch, P. “Teachers examine their lessons. Introduction to action research.” Bad Heilbrun: Klinkhardt, 1998.
[16] S. Rahman, “Getting started: iPads for special needs,” Houston, Tex: Rahman Pub, 2012.