Wrapping up the iProject: Teacher Reflections (TLLP 12/13)

The teachers participating in the iProject (using iPads with students with Autism to enhance their learning) met today to talk about the professional learning we experienced, the successes, and the challenges of our 2012-2013 TLLP project.

In our discussion about our professional learning, we discovered that we had a lot in common about what we gained from our year long experience. We talked about how technology can be used in our classrooms to benefit student engagement, motivation, and focus. Aside from our professional learning around the technology, we realized that we had 1) accumulated a deep knowledge of how to effectively teach our students with Autism and 2) a deep awareness and interaction with our student's IEP.

This project allowed us to really examine the characteristics of our students and how to best use the iPads to enhance their learning. As we learned more about the common characteristics of Autism we also discovered the personalities of our students, which sparked more of an interest in learning how to better serve them. With respect to the IEP (which was the main force behind the apps we would choose for our students to engage with), it became a rich and dynamic document that was used daily rather than weekly or monthly. This project led to strong teacher-student-EA interaction which helped inform the creation and maintenance of the IEP.

When we talked about the successes of the project we immediately acknowledged the effective communication and collaboration we experienced with each other and our EA's. The team work we engaged in to meet our professional learning needs and the learning needs of our students was a rich experience that provided us with feelings of support and collegiality. Another success has been the engagement, motivation, and focus we have witnessed from our students. We have also noticed that the use of the technology has allowed two of our students to become more social in the way they use their device in the classroom community. It has provided them with a way to connect to other students in the classroom and to feel more involved.

When we talked about the challenges that we came across during this project it was clear that it was difficult for us to not be involved and understand everything that was going on with our iProject students. As we instruct and support the majority of our class, our EA's would be providing direct support with the students using the iPads. At times we felt like we were on the periphery of the project rather than being in the center with our EA and student. We realized that our challenge was more of an emotional/philosophical one rather than a logical one. We felt like we weren't "in charge" because we weren't sitting with our iProject student every minute of the day. With time and constant communication with each other and our EA's, we overcame our challenge by establishing a strong relationship and trust with our EA's.

Near the end of our discussion my colleagues expressed some interesting points about their experience with this project. They noted that they are not tech savvy and that they wished they could understand the technology better. They still seem to puzzled about what they referred to as the "abstractness" of the technology and how apps are found and loaded on to the iPad. They expressed concern in not understanding how all the "abstract" stuff come together and end up on the device. From my perspective, I think that they could benefit from actually participating in locating and actually downloading apps from the iTunes store right on to the device. They experienced a taste of this a while ago and after our discussion it is clear that it was not enough for them.

Overall, our reflections on the iProject are positive and it is our belief that the use of iPads with our students with Autism has been beneficial for both the students and the teachers. It has been a great year of professional and personal growth.

Plans Change, Shift Happens! (TLLP 12/13)

Tweet from Simon Sinek (April 23, 2013) - https://twitter.com/simonsinek

I read this tweet this morning and it seemed to fit perfectly with what I have been experiencing with what I affectionately refer to as the iProject. There has been a lot of 'change' with the project - the only constant has been ME and my mentor. Nevertheless, I felt a strange comfort when I read Simon Sinek's message.

This project has taught me a lot about a variety of things, but what I am taking away from it today is how it has helped me transform into a better collaborator, communicator, and problem solver. While working on the project this morning I was wondering how my morning would go as I search for apps to assist our grade 2 student. Without question, each student is unique but usually there are similarities. All three of the students in this project are different and all of them are on a unique learning journey. One of our students is really doing well and able to meld a social aspect to it. Another student responds well to the use of the device but the social aspect is nearly non existent. Our youngest student has good days and bad days but has come a long way.

The main plan was to provide our students with an innovative way to meet their needs and help them learn and I am pleased to say that it has been happening, as we planned. Everything under the umbrella of the main plan has shifted and even changed. If someone had told me a year ago about all the changes that would come our way I would have laughed out loud and told them that what they were telling me would never happen.

I am 'ok' with what we have experienced throughout this journey so far and I look forward to the last couple of months as we lead our iProject students to success!

Professional Learning via the iProject (TLLP 12/13)

I recently spent some time with the other two teachers participating in the project to talk about our thoughts/feelings about the use of the iPad with our students. The discussion was a valuable one as it provided us with an opportunity to talk about our experiences thus far and learn from one another.

All of us see the technology leading our students to success. The device is playing a key role in keeping the students in line with what the class is working on with the added bonus of making things more 'social' for them. From our perspective, the use of the device seems to lead to instant differentiation that is meeting the needs of our students. The iPad is aligned with the IEP and it is as dynamic as the IEP - apps are often added and deleted based on the needs of the student.

There is a greater sense of team work with the Educational Assistants due to the constant communication around student learning. There is also a heightened awareness around technological literacy due to the manipulation of apps in order to meet the needs of the students. Each of us noted that the EA's that work with us are effective and efficient in directing their student to apps based on what the teacher is doing. It is as though we are all speaking the same language because the curriculum (IEP) is connected to the apps that the students are using to learn and demonstrate their learning.

Everyone involved (Students, EA's, Teachers) seem to have a heightened sense of responsibility and are taking great pride in the work that is happening with this project. The teachers spoke about the concept of equity and that the technology is providing a great example that fairness is not the same as providing students with what they truly need to learn and be successful. For the most part, the other students in the classroom understand what it means to be equitable and the novelty of the device in the room is no longer an issue - it is recognized as an essential learning tool for the student that uses it.

The student's participating in the iProject are not the only ones that are benefiting from this unique experience. The staff that are working directly with the students are growing professionally and the hope is that there will be ripple effects with our colleagues who are peripheral to this project. As the iProject approaches the end of its formal timeline we plan to meet again in order to fully consolidate our learning and celebrate our successes.

Term 1 iProject Summary (TLLP 12/13)

It was only a few months ago when our TLLP team put, what I affectionately refer to as the 'iProject', in motion. Since that time, there has been a lot of learning going on - for all involved! With Term 1 officially ending this week, I invited our EA's to summarize their experience so we could share our learning with the greater community. Each of them took the time to reflect on their lived experience and provided me with their thoughts. 

The following reflection "highlights" have been adapted/adjusted slightly for style purposes and to protect the identity of our students.

Grade 2 Student

- In the beginning it wasn't possible to release the student with the iPad independently - I was afraid that she would drop it or delete apps. Now that she is more confident I am more comfortable letting her carry it and take the lead with it. She understands how careful she needs to be with it. She is great with it.

- The student can now open up and set up the iPad stand. She makes sure the iPad is face up while she prepares the stand, and uses both hands to prop the iPad into place. She still has a difficult time finding the buttons on the side (on/off and volume).

- It is amazing how she knows to look for her file folder (created for her so we can keep most of her apps in a central space) and scroll through the apps. I now tell her which app she will be working with and she recognizes the app by its icon.

- With some of the apps, we need full upgrade/version to get more benefits for her learning style. Some apps have too many tasks that overwhelm her from choosing.

- Her favourite Math app is 'Learning Money with Leo' -- it helps her with fine motor skills. The student cannot read but makes connections, this app helps her succeed.

- Another favourite app for her is 'Letter School' - it is helping her learn how to trace letter and numbers. The goal is to have her learn to trace the letters and numbers on the iPad so that she will be able transfer what she learns on the iPad onto pencil and paper.

- The best apps for her learning style are simple and have no time limit.

- With some apps I have to modify/differentiate within the app - she really enjoys this and she feels good.

- The apps we have worked with are helpful. She is engaged and has become more independent in using them. She gets so excited when she gets the correct answer that she doesn't want to stop using the iPad.

- The iPad is an excellent tool for this student. She is not able to write her thoughts down but this device is a great learning tool and offers her a great way to express herself. She feels successful and proud, and enjoys when it is easy for her to understand.

- The student also learns through songs. If we can find some apps that teach through songs while she can touch/tap while singing and learning.

- Is it possible to download appropriate music for the student? She misses music class and sing-a-longs would be good to keep her motivated.

Grade 4 Student

Some staffing changes were made and the EA that was working with our grade 4 student was re-assigned. The new EA placed with this student was open to participating and jumped right in!

- Initially I allowed the student to choose what he wanted to spend his time on when using the iPad. The use of the iPad usually occurred near the end of the day and it was his reward time for work completion throughout the day.

- I soon realized that this was definitely a tool that I needed to embrace and could use for teaching.

- He is tech savvy and I am not, so the use of it leads to good teaching moments for him. His language skills, patience, and self-esteem have improved due to the fact that he was teaching me. 

- He would chose to spend a lot of time on the cursive writing app and we would make a game out of it to encourage him to follow the lines perfectly.

- He enjoys typing out a class schedule, I have him work on his typing by using both hands. The writing and typing are both exercises he needs to do with his hands in order to enhance what his OT recommended he work on.

- We have had random success with Math apps.  Some were above his level and some games (e.g. Mathopolis) didn't give enough time for him to process the question and work it out before moving on to the next question.

- In Math he is resistant to working on, for example, obtuse and acute angles. While working on another app, not related to Math, I asked if he could draw an obtuse and acute angle. No problem. He also independently chose to play with Shape Board. He enjoyed drawing all kinds of geometric shapes. It was great math review for him.

- Reading is much more enjoyable for him on the iPad. He has the choice of reading or having it read to him. I use the stories to have him do predictions, recounts, talk about the emotions of the characters, and have him draw pictures of his favourite part when he is finished.

- He enjoys being able to go back and have stories read to him as many times as he likes. He enjoys the interactive features of the stories and I think this really helps him grasp the stories.

- The apps are not always aligned with the curriculum

- Being able to access Google in the classroom would be an asset for him. Not having wireless Internet in the class means we can't spontaneously research something. With this student it is a "in the moment" teaching style. He will suddenly take interest in something that he has absolutely refused to take interest in previously.

- The math and story apps are the most useful for curriculum at this time.

- The student needs to be supervised if he is using the academic apps in order to remains focused.

- During free time on the iPad he will use his favourite apps. This serves a great purpose for him as it allows him to calm himself and settle down if he is having a stressful day.

- For my student the iPad is definitely an asset and fortunately he is comfortable with it.  When we spend time on the iPad the learning and teaching is a two way street.

Grade 5 Student

- The student and I have enjoyed the learning, exploring, and fun that has resulted from this project.

- The use of the iPad has allowed for more individualized learning. Sometimes the class learning can be challenging and beyond the student's level. With the iPad we can find an app that is in line with the class learning and better for the student.

- Often with Autistic students they can be left out of group activities but with the iPad the student can partner up with his classmates and offer a different tool for learning that is appealing and aligned with the topic that the class is working on.

- The negatives I have experienced with the iPad has been around lack of wireless Internet and apps that offer a taste of nothing at all.

- Overall I love this project!!! The learning and future apps that will be available for special student will make a big difference academically.

Moving Forward

Based on the information provided by our EA's, it appears that our participating students have benefited from the use of the iPad. The "right" apps have benefited our students academically, specifically in Literacy and Numeracy. The use of the device seems to excite the students about their learning, engages them, and leaves them with good feelings. The students seem to be more confident, independent, and responsible. Aside from a positive learning experience, it appears as though the device allows for inclusion, co-operative learning, differentiation, and collaboration. 

Finding the "right" app is like finding the gold at the end of the rainbow. When we find one that works well we feel exhilaration and the students are advantaged. When we experience one that does nothing for our students we are left feeling frustrated. Finding good apps is no small task (as I have blogged about). It continues to be a major 'next step' as the project moves forward into the second term of this school year. Another obstacle seems to be the lack of wireless Internet where the students are primarily situated on school property. The EA's and I have talked about this issue several times. Our school has wireless 'hot spots' but our EA's struggle with the use of a specific app versus the concept of inclusion. They are aware of the need to have their students with their peer group and wish that our entire school site was a 'hot spot'.

I can't say enough about the EA's that work with our three students. They directly impact their student academically and emotionally each day on top of the back and forth communication with their classroom teacher and myself. They are fantastic and necessary to this project. Their hard work and engagement is necessary for this project to benefit the students and I thank them for that and will continue to support them as best as I can as we move forward.

iProject Reflections (TLLP 12/13)

The EA's that work with our Autistic students have been doing a fantastic job on all fronts of this project. As they work with their student each day, they manage the use of the iPad, learn the apps that their student uses, interact with me, and document their thoughts/ideas/concerns in a journal. They are juggling many balls in the air and I am very appreciative of their time, effort, and enthusiasm.

To support them in their documentation of their experience, I provided the EA's with questions that act as prompts for reflection. Here are some of our grade 5 student's EA reflections.

Q: How are you doing with the implementation of apps?
A: I struggle with technology but I believe strongly that all our students need to be on top of technology to fit in the world. I wish I could spend more time learning to better teach my student.

Q: Can you gradually release the student with the iPad or with the apps?
A: The student is independent most of the time when using the iPad. He has one at home.

Q: What are some of the obstacles that your/your student face on a daily basis?
A: The apps cut out every now and again. Some apps don't work without an Internet connection. (NOTE: our school has wifi hot spots but that would mean that the student and EA would need to leave their portable to go to a hot spot. I have been informed that the student does not like to be away from his class/friends. He very much likes to be included.)

Further comments by the EA:

"When the student is on the right app he is engaged with the iPad, but if he doesn't like the app he will refuse to use it. The classroom teacher is awesome at allowing dedicated iPad time. The iPad is an awesome tool that will benefit the student in improving his basic math and reading skills."

Next step: I have invited the EA's to reflect on and summarize their experience over the last few months. I look forward to sharing their experience with you. More importantly, I look forward to working with them and the classroom teachers to set plans/goals for term 2.

If you have any questions or comments about this or other blog posts regarding our iProject, please feel free to comment here or email me at rtwcdsb@gmail.com.

Needle in a Hay Stack: Finding Great Apps for our Learners (TLLP 12/13)

As I wrap up another 'formal' session of searching for appropriate apps to be used with our TLLP students, I can't help but reflect on a task that sounds so easy, yet can be so frustrating. I am constantly learning about apps that may be of benefit to our students. Google searches, the App Store (iTunes), and my Twitter feed keep me busy. There are lots of good apps out there, but for our purposes many of them get filtered out because they don't appear to be directly aligned with the needs of our students.

The lens with which I look through as I search for, and read about apps, is that of an IEP. When I see/read something that resonates with one of our TLLP student profiles/learning goals I will take a closer look at the app. I want to see screen shots of the app, how it might work, and how closely it fits with student program goals and learning expectations. From that point forward I will examine other factors like complexity, price, and how well it might integrate across curriculum, etc. For some apps, this process ends up being lightning fast and for some other apps the process is as quite slow. I will even seek the opinions of members of my Twitter PLN who seem to have extensive knowledge around educational apps.

Most of what I have described above occurs in isolation, within my mind. The true test occurs when the students interact with the apps. I am informed quite often whether an app is a good fit or not - this makes for some great learning. With our grade 4 student we recently discovered that the Mathopolis math operations app engages him, but for all the wrong reasons. In his case, this app renders itself useless. With our grade 5 student we have an app that allows him to record his thinking visually and orally. He loves the way it works and it is invaluable to him. The app can be used with almost any learning expectation in his IEP. It is proving to be a powerful app that integrates nicely across his IEP.

Finding the right apps involve time on my part and experience on the student's part. Just when I begin to think that there is a science to this, I realize that it is also an art. It usually feels like I am looking for a needle in a haystack! Nevertheless, I journey forward on this learning & leadership experience knowing that everyone involved benefits - especially our students.

Your comments are welcome! Please feel free to respond to this post or email me at rtwcdsb@gmail.ca

Student Progress and Learning (TLLP 12/13)

Our "iProject" students continue to grow and learn with the iPad. Here is an update based on the journals that our EA's are keeping.

Our Grade 2 Student:

• Routine and expectations are now established and the student transitions to the device without too many difficulties/distractions.
• Letter School App is helping her identify and trace numbers and letters (Math & Language). This app provides repetition for the student, requires her to follow instructions, and encourages her to take her time. It leads to some frustration but also leads her to the awareness that she has to take her time in order to be successful (tracing).
• Currently using the "iLearn With Poke: Seasons" app to assist with the measurement strand in Mathematics. The student encountered difficulties at first - she simply started dragging icons on the screen without listening to instructions. With explicit and simple directions provided, the student was able to work productively and successfully. The "iLearn With Poke: Seasons" app also allows the student to apply and demonstrate her understanding of temperature by identifying clothing that are appropriate for the weather conditions.

--> important to explicitly teach the student (step by step) how the app works and what the expectations are
--> new apps are to be explored first. Important to let the student explore the app, to discover the workings of it on her own in order to establish some knowledge/familiarity.
--> Allowing the student time to explore apps before formal instruction seems to allow for a more productive/successful experience because a) the student will have already had time to explore/discover apps and b) will prime the student to make connections (to the prior knowledge acquired from initial exploration) as she learns.

Our Grade 4 Student:

• In Mathematics the student is working on multiplication. His EA reports that he initially works well with "Space Math" when he answers the questions correctly but becomes easily upset/frustrated when his answers are incorrect.
• It seems clear now that our grade 4 student is easily distracted by the graphics in some of the apps. When using the "Mathopolis" app - a fire fighter themed app where addition/subtraction/multiplication/division questions must be answered correctly in order to put out fire in buildings - the student will purposely answer questions incorrectly in order to watch the building be destroyed and burned. The graphics are distracting the student from his learning and his demonstration of learning.
• In Language we found a "Cursive Writing" app for the student - he loves this app and states that "this is cool". It engages and focuses him in writing.
• He makes attempts to use the more "primary" apps.
• In Reading, he frequents the same texts. It is very difficult to get him to engage in other texts - he likes to do the same activities over and over again.
• The iPad continues to be used as a reward for the student.

--> Our grade 4 student is easily frustrated/upset when things don't go his way. I wonder if this is an issue when using the iPad or the norm for him as he lives his day-to-day life.
--> He requires constant supervision when using the iPad. If he is left unattended he will disengage from his learning and venture into other apps not appropriate for that particular time.
--> When it is time to transition from the iPad to something else the student still experiences difficulty.
--> We will start to look for apps that are not too visually stimulating. For example, for multiplication type apps, it may be beneficial to have simple flash card activities that are made from simple graphics (e.g. few colours, animated visuals).

Our Grade 5 Student:

• Continues to engage in and focus on his learning using the iPad.
• The student uses and engages in a variety of apps each day. His EA reports that he is finding success and joy from using the device. It is difficult for him to use paper and pencil, the iPad allows him to learn without the paper and pencil.
• In Language he has been using the "Story Time" app in a number of different ways (e.g. creating sentences).
• His EA wonders whether we could print some of his work --> I need to teach the EA how to take a "screen shot" which can be emailed to a desktop computer and then printed :) - I have a feeling that this will open things up and set the student on a new and exciting path.

--> The grade 5 student appears to be making the best of the apps on the iPad.
--> He remains engaged and is doing well with the challenges posed to him by his teacher/EA.


Your feedback is always welcome - I would love to interact with you to hear what your thoughts are. Please feel free to leave a comment on the blog or email me at rtwcdsb@gmail.ca