iPads and other tablet computers as assistive technology in the classroom

It was a short three and a half years ago since the iPad was introduced. There were viral videos of a German man with a bad mustache ranting about the shortfalls of the device. It could play flash, it didn't have a usb port, no expandable memory, and so on. It didn't matter, everybody wanted one. and all of the competitors started pushing similar devices. Now, just three and a half years later it would be difficult to imagine life without some type of tablet. I'm partial to my kindle fire HD. 

One of the things that was not anticipated at the time of the launch was the use of the iPad as a assistive technology. With the huge range of third party apps available for all tablet computers it is a plain to see how they can easily be used by students to help them read, to help the communicate and to help them better understand the text. Zooming in on the text can also help a students that might have some visual impairment. Tablets are very versatile. Universal design plays a large part of the popularity of tablet computers. Even my four year old son knows how to navigate around on a tablet that he has never seen before.

Visual Learners

Some learning strategies that I may take into account when working with a visual learner include environmental literature, well formatted handouts, having key information for the lesson well organized and available in print either electronically on at least displayed in the room. That all sounds well and good, and there might even be a bit of confusion for some of the items, like environmental literature. 

Currently, I do not have my own classroom, and because I push into someone else's for just a couple of hours and she has been in the same room for several years, I don't get to arrange the space as much as I would like. However, If I ever teach Catcher in the Rye - There is an entire wall of the classroom, that is student work from last year, that cartoons out almost the entire novel. That is environmental literature. That type of visual, cartoons and the entire wall, do help to reinforce the classroom content.

Formatting Does Matter

Well formatted handouts, I think, are extremely important. I have created and have been forced to use badly formatted handout (I'm am very visual, theater design minor) and the results are just off-putting to students at times, even down right confusing. Well formatted means that ONLY what is needed in print is on the page - "White pace" needs to be maximized. It also means that there was thought put into font, font size, spacing, layout and design. That might sound like a lot of work just for a handout, but it sure beats a single page that has the top third crammed full of single-spaced, 14pt comic sans that contain step-by-step instructions on how to do a peer review of an essay.

Available Electronically or at least displayed

One of the things I try to do every day is to put the agenda for the day on the board and refer to it at the beginning of the the class. It's a small thing, but the students know what to expect and when to expect it. they can look to it for reference during an activity or to see what is coming up. A small thing, but it does help with transitions. Also, during a mini-lesson, information needs to be well organized and displayed somewhere, on the SmartBoard, on the white board, blackboard or even an over head. In other words, I hear what you just said, but I need to see it too.