Teaching and Learning Biology With iPads for High School Students With Disabilities

• In Event: 25.063 - Special Education Research SIG Paper Session 5: Interventions for Content Area Instruction

Abstract

This descriptive case study examined the first year of iPad-supported teaching and learning in a high school modified biology class. Results revealed the iPad practices replaced, amplified, and transformed pedagogy and learning, but they predominantly supported general learning or instructional practices with little science-specificity. A strong technology vision and collaborative planning with teachers were strong supports for iPad integration. The teacher’s deep pedagogical and content knowledge and positive attitude toward using iPads was significant in persevering through barriers to integration, such as increased time to plan lessons, little professional learning, and technical difficulties. While iPads effectively supported learning in this SPED classroom, the discussion suggests for more content-focused iPad integration, teachers need deeper technological content knowledge.

Authors

• Joan E. Hughes, The University of Texas - Austin

• Minwook Ok, The University of Texas - Austin

• Audrey R Boklage, Mary Lou Fulton Teachers College Arizona State University