Apple iPad Use in Medford Schools

I have started using the calendar to help organize myself.  It is very handy to be sitting at home in the evening and look up something related to what we are talking about or learning in class while sitting in the living room and without taking out the lap top.  Because of its size, it is easy to take to meetings and use for taking notes.
Calendar:  organize daily meetings
You Tube: look up videos on curriculum/subjects
Pandora: download music for playing in classroom
Child Timer/PresntTimer: timing activities or timed assessments in the classroom
Safari/Google: internet access

iPads are used more for drill and practice with math skills by most of my students.  Many of my students need extra practice and any time it can be disguised as anything but work they are excited!  When we get to money problems and telling time, I will be able to incorporate the use of the iPads with our math curriculum and use it during instruction.
Coin Counter: students check answers to math problems from workbooks
Math Ninja: drill and practice for basic math facts in an exciting format
Math Bingo: addition, subtraction, multiplication and division basic fact drill and practice and assessment
Math Board: addition, subtraction, multiplication and division problems
Clock Master: telling time
Times Tables: multiplication practice
NineGapsLite: math puzzles with addition, subtraction and multiplication

iCardSort is the only application that I use regularly as part of my  reading instruction.  As I continue to search for downloads, I am sure I will be able to find more applications to use for reading, including more phonics programs and comprehension activities.
iCardSort: Wilson word cards for each substep/phonemic concepts that students can read, manipulate and sort
Toy Story, ToyStory2, 3 Pigs, Enorm Carrot, Jingle: Interactive books

Written Language/Spelling:
We are just starting to use the applications as we now have enough iPads for each student to be able to use on during pull out instruction.
Story Builder: prompts students with questions to create a story using correct sequencing
SpellBoard: spelling quizzes with assessment data for each student
iSentence: Sentence structure
Hangman, Boggle, Scrabble: word games
Treasure Hunt: word families, spelling, logic
FlashGram: grammar, sentence structure
StoryKit: storybook creator

Readiness Skills:
Many of these apps I use with a Kindergarten student with Down syndrome.  It is great to be able to switch activities quickly and keep her on task with out having to put away materials and get out new materials.  She seems very motivated to use the iPad.
Alphabet Fun-letter flashcards
Alpha Baby Free-colors, shapes, letters
DottyShapesxl-dot to dot shapes
PocketPhonic-letter sounds, sounding out closed syllable words
Bubble Phonics-letter/sound relationship
PreschoolIMM-memory game with various categories of items
Whimsy: board puzzles
Colors Tool: color flashcards
Learning Pad: number & letter flashcards
FlashcardsHD: shape, numbers, colors, alphabet, transportation, bodies and things flashcards, word match and spelling game
Paint Letters: letter formation
ColorMatch: matching cards with the same colors (not a memory game)
AnimalsCount: one to one correspondence, counting, number recognition
iWriteWords: letter/number formation

This is an area that the speech/language pathologist and I work on together to enhance communication skills of our Kindergarten student with Down syndrome.  We use sign language as well as a communication board to enhance her limited vocal communication.
Proloquo2Go: alternative individualized communication board
TapToTalk: communication board
ASL: sign language- letters, colors
Sign 4 Me: sign language-type in word or phrase and it demonstrates the sign

I have two students who check in/check out each day due to behavior issues.  On days where they earn five out of five stars, they each pick a classmate and take care of a virtual fish tank.  When done, the classmates name a fish in the tank after themselves.  When the tank is full of fish from the class, a larger reward party is planned.  If they finish cleaning the tank early, the students are able to pick a game app to play.
Tap Fish: virtual fish tank EBD students are responsible for
Blue Block: game of strategy and logic
Busy Harbor: game of strategy and logic
Stories2Learn: social stories
Air Hockey, Checkers, UNO, FourInARowF, Glow Hockey, TicTacFree, Angry Birds: Rewards for good behavior, homework completion, and Game day Friday
BubblePopper: popping bubbles on bubble wrap for packaging-stress reliever

iPads are a great tool to have in the classroom.  Teachers are able to manage them, download applications as needed (with approval if there is a cost involved) and do not need a lot of technical support to use them with students.  The students are very motivated and enjoy working on them.  The wide variety of applications allows for their use over a variety of curriculum areas.  The smaller size as compared to a computer or lap top allow for their use on a desk in addition to other materials like notebooks, textbooks, etc.

There are only a few limitations to working with an iPad that we encounter currently.  Having access to wireless in limited areas in the building mean our students still must leave the classroom to work with certain applications such as Tap Fish.  Once wireless is in the classroom, these applications could be used more frequently or in conjunction with other activities.  Currently we are not able to print from our iPads which means we must email student work to our desktop computer to print.  Without the wireless internet connection is available, we will be able to do that right in the classroom, allowing students immediate access to their work in final form.

The final limitation is just plain time.  It is difficult to explore and refine use of applications in addition to the other responsibilities we have as professional educators.  There is not an easy solution to this problem.  As with all technology, the more you use it, the easier it is to use.  The more we are able to research and incorporate the iPads into our instruction, we will find it easier to search and find what we need to help our students be successful.  It is just figuring out what to remove or decrease from our current planning time to insert time for exploring or planning with the iPad.

Kris Brandner – Special Education Teacher at Stetsonville Elementary School

There are several ways that I have used the I-pad for my speech students. 

Proloquo2Go: This is a valuable app for our students who are unable to communicate.  There are three students that this app will benefit to better communicate their wants and needs.  It has also been used to assist a student with communicating her frustrations and responding better to staff.
Tap To Talk:  A simpler version of Proloquo2Go, this app has been used for a younger student to teacher her the basic concepts of PECS.  She did very well with this and appears to understand the how to communicate while using the app to request.
Read Me Stories/ Story Kit/ Enormous Carrot: These simple stories have been used with my elementary students for comprehension, story retell, and sequencing of the story presented.  “The Three Bears” on Story Kit has not only been used for what is mentioned above, but also compare and contrast to the original story of “The Three Little Bears.”  “Enormous Carrot” has also been used with some of my articulation for bombardment when they are learning the initial /k/ sound.
Kindergarten Apps: Although I have not used all of these, in the future they can be used for language skills of answering /wh/ questions.  The “emotions” app has been specifically used for a student who has a hard time understanding emotions.  She is to first identify the emotion, while it is covered up at top, and then she is to identify what could cause someone to feel that emotion.
Magnetic Alphabet: This app is used for my younger students, much like the magnetic boards from “Wilson Fundations.”  The student is to discriminate the sound provided and choose the correct letter to eventually spell a word.  The word will usually have the phoneme that is being worked on.
Air Hockey: This app is used my stuttering students.  Considering he stutters most when he is excited, this app is to create excitement and is to then generate conversation during and after the game.
Artix Pix Full: This is a valuable app for any ST.  Aside from being very compact and portable, this app provides most phonemes in all positions.  The therapist can manipulate what position and the phonemes that are being worked on.  I use this app for my articulation students while using either flashcards or memory.
Blue Block: This app has been used simply to reward or give a student a break after he has been compliant with the ST and has participated in therapy.
Chalk board/ Doodle Buddy/ Drawing Pad/ Glow Draw: This app is used simply as a white board would be.  It is used for answering questions, providing schedules for students, or drawing pictures.
Checkers/ Chess/ Uno: Both of these apps have been used my student that stutters, he is to explain his move while playing the game as fluently as possible.  The checkers is also used with one my students with autism to reward or to follow verbal directions.
Crazy Symon/ Bubble X plode: These apps are also used with my student who stutters.  He is to verbally express every move he is going to make while quickly pressing the bubbles in “Bubble X Plode” or the buttons in “Crazy Symon.”
Sign 4 Me:  This app is used to look up signs for a student who has minimal verbal skills and learns through sign paired with verbal language.
Talking Tom/ Talking Roby:  The student is to record himself/herself and afterwards monitor their speech with Talking Tom/ Talking Roby.  This is especially used with one of my elementary student who stutters, as she also stutters when she is excited.  These apps increase her excitement and therefore allows for increased practice under these circumstances.
Cookie Doodle: This app is used for following one-three step directions, either with making the cookie or designing a cookie.
Word Slam: This app is used with my students in Middle School to assist with fluency and voice output.  While playing the game they have to remember their strategies to accomplish their goals.
Sentence Builder (iSentence): This app is used with my students to better understand correct grammar, especially of helping verbs.
Story Builder: Story Builder is used to aid with sequencing of a story as well as answering questions when presented with a carry phrase.  The complexity of this app increases when the student is to complete the sentences and pictures to having to create their own story with only pictures.

Eliza Decker - Speech Language at MAMS and SES

I have four students who use the I-Pad.  One of them has gotten to the point where he is able to start it and find the program that he likes.  He really focuses on Toy Story.  On his own he was able to find different features to it such as coloring on the pages.  He also really likes the Doodle Page.  He creates quite the pictures.  For math he uses the program kid's math.  It is very motivating to him.  He will try to count using the program.  He has also used the Dots 4 program which also helps him in number recognition and order of numbers. 

One of my other students really enjoys the stories. This includes Toy Story, The Three Little Pigs, and Fuel4Fin.   He often smiles which is really nice, because it is not something that he does very much any more.  He also really enjoys the farm flip program.  It makes the animal sounds and this tickles him.  He likes watching the Forest Friends, because the characters move in it.  The I-Pad just brings a different world to him to experience in that the graphics are so real. 

Another student  really enjoys the Whimsy puzzle a great deal.  He does not take to new things very well and so I was leary to work with him on it.  He loves puzzles and so I showed him Whimsy.  Then we did it hand over hand and then he did it by himself.  He went from accomplishing it in a minute to accomplishing it in seconds.  It is so rewarding to him.  He also enjoys the I Hear Ewe program.  He giggles when the sounds come out.  This student is not a book lover at all and would push the books away.  For the I-Pad stories he listens to the story and attends to the visuals.  He also has touched independently for the Art of Glow. 

Finally, one of my other students is really into Toy Story and so the stories are great for her.  She has troubles focusing on activities at times, but she really looked at the story.  She also really looked at the Art of Glow and would touch the screen by herself.  She has watched the program of bubbles which is simulated bubble wrap.  She likes the real thing and is not quite sure about this program. 

Overall the I-Pad has offered the kids an interactive form of learning.  It is fun to explore the different programs and see the light in the student's eyes.

Brenda Ann McNary – High School CDS and Autism Teacher

I am currently letting my children take turns using it during free play (which has resulted in many an argument).  After x-mas break I have a parent volunteer coming in (Rachael Loucks for our EC sub comm) and she will be using it to work with children (one on one) who are struggling with vocabulary and other skills.  I would like to be able to use the ipad during center time but would need 3 more (for a total of 4) in order to make that work.  I've also been trying to remember to use it while introducing our letters and numbers but I've found that after 7 years I'm so used to they way I've taught in the past that I forget to use it even though its sitting right there! 

We currently use the computer lab for a half hour each week (with both classes getting a half hour) and the children love that!  We also have 3 classroom computers available to them during free choice time which makes sharing and taking turns much easier.  I'm just having a hard time finding time to work the ipad in (with all the other things to teach) and the fact that I only have 1 for use with 18 kids usually means I'm using it while they are watching when I do remember to us it during class. 

Amanda Langdon – Stetsonville Elementary Pre-Kindergarten Teacher

Shari came up with a good idea the other day for my students that are on edge and need to calm down.  We are starting to use the IPADs for a way to slow their minds down and refocus off of the negative behavior that they were engaged in .  I am also looking into applications to use for my Applied Biology, since its not usually in the curriculum to do actual disections, I am thinking there will be an application that deals with that specifically.  I believe after Christmas we will be focusing with more hands on learning for this group. 

Personally I slowly been trying to use it for scheduling.  I had been using my email calendar, but I am hoping this is even more convenient.

Nathan Bluhm – High School Emotional Behavioral Disabilities Teacher

I currently use the Ipad's at least 2x's per day, sometimes more depending on how I use it.  All three students have scheduled computer time and during that time we have reviewed skills for writing, math, reading, and item identification.  In addition I use it to calm the children when they are upset; For this they use some of the cause and effect type of programs.  These cause and effect programs are also used to teach the students how to use the Ipad.  Th Ipad is used as a motivator to encourage students to finish their academics as well as to transition from one activity to the next.  A timer program is used for this, in addition for a reward they often choose games and stories.

I use the Ipad's during CLC time as a motivator to get homework done.  The students usually pick item identification, puzzles, stories, games, and skill reviews for writing, math, and reading.

Monica DeGroot – Grade 1-4 Autism and CDS teacher

In the 5th grade special education room, we use the I-PADS for many different uses. We program the students spelling words into an application on the I-pads. Each week, students can then practice writing their spelling words and then the answer will pop up on the application. We also use chalkboard as a way of creating interest for math. Students will use the chalkboard application and other similar applications to show their work on example problems or for homework problems in math. We also use other math, reading, and spelling applications as supplementary material when students are done with all of their work or if a student is at too low of a level for the Saxon math intervention program that we use. Students also have access to a variety of different strategy applications that are great for problem solving and critical thinking. The I-pads in the fifth grade classroom are also used for communication (dragon, Emotions, Feelings [all apps]) to help students express their thoughts and feelings in non-verbal ways. Students also can write/journal/type about their day and how they feel using a variety of different applications. In the future, we hope to continue to learn more about the I-pads and how to implement them in new ways. We want to use them in the inclusive classrooms and we also hope to use them more for the specific math and reading interventions Medford Area Middle School provides. For example, with recently receiving wireless internet, students can use the internet to research a science project or use online materials that go along with intervention programs (i.e. V-Math Live).

Ryan Brown – Grade 5 Special Education Teacher

Ipad Usage

My students and I are really enjoying our ipad and the opportunities it provides for a new type of learning.  I use the ipad to see how my students are progressing with their math facts as well as to practice the new concepts they are learning in math.   I have incorporated into part of my English lesson, especially the sentence builder and story builder app.  My students really enjoy using it and to them it seems like a game instead of an actual part of our lesson.  I use the iCardSort app for important vocabulary for the different subjects I teach.  I also put the words from Wilson in this app and on Fridays we play Wilson games with it.  

I am starting to use it more with my inclusion classes for notes.  I look forward to getting more applicable apps for the inclusion classes I am in.  It does seem like some of the apps either too simple for my students or too advanced, but I am looking more into the different apps available and I look forward to being able to put apps into our budget for next year. 

My students defiantly enjoy “playing games” on the ipad.  If they are caught up on all their homework and are not missing anything I allow them to use certain apps that I approve such as boggle, scrabble,  WTD, tangram,  blue block, math ninja, and math magic.  They see this as a game, but at the same time they are using their brain and stretching it.

I also use the ipad for my professional development in terms of the pages app as well as the list maker app.   This does help me take notes for my students in inclusion classes.
Overall, we love our ipad and are so thankful for it.  I will continue to be researching new apps for my students and implementing them into our classroom.  In the future it might be beneficial to have wireless internet, but thank you so much for this new teaching tool.

Rebecca Gauthier – Grade 6 Special Education Teacher

Hi Joe,

This is an excerpt from a technology piece I wrote for graduate credit regarding the use of Ipads in the classroom.

iPads in the Classroom
What I have observed is that students love the technology. Staff is excited about having “the world at their fingertips” so to speak. I have a classroom full of students with disabilities ranging from dyslexia to Autism. Each one of my students has individualized ability levels and needs. I have found that the iPad allows me to differentiate lessons based on students’ disability and need. I have four iPads in my classroom. There are a variety of ways that I can utilize my iPads. The students can learn collaboratively or individually. What I like is that each student can work on a different lesson or level individually and as long as they aren’t sitting right next to another student they are unaware of the other students learning. This is beneficial because in the past I have had to try to explain to another student why they can’t work on the same project or lesson because it is too difficult or too easy for them.  If I am using the iPads for a collaborative lesson it provides lots of opportunity for verbal exchange among students. This communication is extremely beneficial for students with Autism.

It seems as though students are just programmed to use the iPads. They get the technology in their hands and it only takes children minutes to understand the concepts and learning begins to take place.

What I have observed about staff is that they are excited to collaborate with their new found learning tools. I appreciate our time to discuss applications and their uses from other teachers in my district. I am also happy to have gone to the SLATE conference where I was able to obtain a variety of strategies for my students from other educators.  I would say that the implementation of iPads in my school has been successful to this point in advancing student learning. I would also say that based on the information I learned at the SLATE conference this is only the beginning of the journey we are going to partake in with involving technology in our classrooms. I see iPads, iPods and other mobile devices as going from being labeled as technology to being labeled as the way we teach.

Misty Galli - EBD Teacher

iPad uses in Occupational Therapy

Therapist clerical duties:

To document: mileage, type up reports, MA Billing,

I use it to access my calendar to schedule meetings and times I need to meet  with students or staff that alter from my original schedule. 

I uses the calculator to document percentages on almost all treatment sessions so I can quickly document improvements. 

I plan to start documenting my monthly charting starting next month.

Student uses:

I work with a student in the classroom and she is not willing to do anything extra that the whole class is not doing.  For example if we are working on a project where she needs to write the beginning sound, she will only write that sound one time.  She is often completed on time and will not practice with me as we wait for her peers to finish up.  Once I brow the ipad in for her to practice on using one of the chalkboard or paint apps she was very willing to try additional tasks that her peers are not doing.  This has made our treatment time very productive. 

Students use a variety of the puzzle apps to learn visual motor skills.  These are motivating for students.  I have seen a student with excellent attention to task when using the iPad.  When she is asked to put an interlocking physical puzzle together she requires moderate assistance with verbal cues to look at her pieces and continue to work.

Students are learning how to use Dragon Dictation to produce written language.  They are motivated to try to get the device to type what they are saying. They are actively engaged and trying to correct mistakes and wanting to beat their percentage of getting their words typed correctly on the first attempt of verbally stating their phrase or sentence.  

Students use the iPad to develop fine motor control.  I have used the mazes for students to isolate their pointer finger and then control their hand and arm movements and work on their visual motor skills.

I have students use the drawing apps to draw pictures with details.  Sometimes I draw them first and have them copy depending on their skill level.  Students are excited about drawing even if it is hard for them. 

I have students trace the D'Nealian style font letters in an app for practice before we use pencil and paper. 

Students are very excited and work hard when they know they have an opportunity to play a game on the iPad as a reward.  

Caroline Radlinger – Occupational Therapist

January 10, 2011

We use the ipads in the following ways:

-          Word processing…..One of the recent projects is the students wrote descriptive paragraphs on an app. they use. They also had to present their app. to the class and show classmates how to use them.
-          Drill and practice especially with math facts
-          Learning to use current technology
-          Researching a variety of topics….accessing the web
-          Communication (autistic students)
-          Viewed a  few vidcasts  tutorials” (ex. Tie shoes)
-          Read books
-          Current events
-          Conversions
-          Created a video for a Thank you to the Lions

There is such a wide variety of apps that almost any skill that you want to teach to students can be taught or enhanced by the use of the ipad.

I think one of the advantages that our special education students benefit from is that they have an opportunity to use the technology when, for the most part, the general education students do not. This gives them an advantage when the ipads are used to work on general education curriculum.  The general education students are also more enthusiastic about working with the special needs students.  The cool factor! 

Carol Wieman - 7th Grade Special Education

iPad Use:

The iPad's have been a very motivating tool with students.  They are very excited about the opportunity to use the iPad's.  We have used the iPad's with PBIS.  We have used the iPad's to help calm students down in a variety of settings.  We have used it to get students calmed down at lunch so they would eat lunch.  We have used them at time when students are very upset and not willing to talk.  Once they were calmed down they were willing to talk.  We let some students use the iPad once they are finished with lunch so it keeps them out of trouble in the lunchroom.  We have used them on field trips to have a tool with us if one of our behavioral students needed a change of pace.  I have used them in the groups I have taught for PBIS.  We really enjoyed having the Auto-B-Good videos on our IPad's.  They are an excellent tool for PBIS because they are so mobile.  You can take them to the student, take them where they are needed.  As the PBIS coach I have been able to work on my work in a variety of settings.  It is a quick way to check and respond to my email.  It is a nice way to keep my work at my finger tips!

In my classroom my special education students have been very excited about the opportunity to use an iPad.  It has been nice having the students learn about a device that is on the cutting edge.  It is amazing how quick and good they are at using them.  In my room I like having them to let the students practice their math and reading skills.  We also enjoy having the programs where they can practice their spelling words and writing skills.  For a reward the kids love playing the games.  They enjoy listening to the music when we are working on special projects.

For my own professional use it has been very useful for my PBIS data collection, writing up information needed, checking and responding to email much more efficiently, using it assimply a notebook. 

I am excited to continue to learn about all the things I can do with my students and myself as a professional.  I enjoy the iPad classes Joe offers each month.  Very helpful to us!  What a great tool for the Medford School District to purchase!  The opportunities are endless!!

Richelle Woller – Grade 3 Special Education Teacher

I am very pleased to have the opportunity to use the new ipad in my special education program.  The students are eager to explore the different programs available.  The programs that have been downloaded thus far are interesting, clever and cover a wide variety of academic areas that meet the needs and interests of my students.   One student in particular, likes to work with the ‘Under the Sea’ program.  This program is great because when I have 4 students at a time, we adapt it so each student can play regardless of their math ability.

I have attended one of the after school enrichment opportunities and found it to be helpful in presenting the basic information regarding the educational possibilities of using the ipad in the classroom.  I plan on attending the next such meeting later in January.

As I continue to work with the ipad and see how responsive students are with it, I am encouraged to look for additional ways to incorporate the use of the ipad with standard academics which will enhance student learning.  Currently, the students are very motivated to complete daily assignments in order to be able to use the ipad.  When students work together with an ipad app, they have been willing to share and take turns, allowing for a cooperative learning experience.

Having the ipad as part of our educational program has been a positive element within our day.  I look forward to learning more about how this tool can be used effectively to increase student learning.

Marla Hemke – Response to Intervention and Learning Disabilities Teacher

What do I use the iPad for?

            As an Early Childhood teacher, there are many uses that I have for the iPad I recently received to utilize in my classroom.  First and foremost, it is a wonderful teaching tool that is extremely versatile.  With my Early Childhood Special Education students, many of the apps that I use to work on specific academic skills are games.  From Dino and Animal Match to Connect Four, these applications allow the students the opportunity to learn turn taking skills in addition to focusing on academic concepts such as matching, colors, shapes, numbers, vocabulary, etc.  Applications such as Animal Count verbally count how many objects there are as the child touches each item and then encourages the student to find the correct number.  Alphabet applications such as Pocket Phonics and Bubble Alphabet allow the students to learn letters and letter sounds as well as how to write the letter and use letters to create words.  All while allow the student to have a great time and not even realize that they are learning in the process.
            Seeing as how many of my students have Speech and Language Delays, I often utilize the iPad as a communication device.  Proloque2Go has been extremely useful, especially with students who have Down Syndrome or student with Autism.  This application allows the child the opportunity to express his/her wants and needs without a meltdown occurring because of not being understood.  TapToTalk is also a good application that allows the Nonverbal students on my caseload to use the iPad as a communication tool.  In addition, seeing as how I have a student who is deaf on my caseload, the Sign 4 Me and ASL sites have been phenomenal in helping me learn how to communicate with this student.  She is becoming more and more comfortable at school and I believe that is a large part to the fact that she feels she is able to communicate with her teachers and peers more effectively.
            Some of the students in my classroom receive Occupational Therapy services.  While the iPad can’t work on every fine motor skills, such as cutting, it does allow the student to work on their writing and puzzle skills.  Applications such as Alphabet Tracer and Dots 4 Tots focus on the student using their finger to trace a letter or connecting dot-to-dot activities to create a shape.  Therefore, it not only works on the fine motor aspect but it works on academic skills as well.  Whimsy and Puzzle Snakes helps students learn how to complete multiple piece puzzles.  Applications such as HandPaint, Glow Draw, and Art of Glow allow the students the opportunity to draw their own pictures with an added twist.  There are so many great ideas to help our students continue to work on these skills. 
            Finally, there are some students this year who have presented me with behavior issues that I was not fully prepared for.  The iPad has been extremely handy while working with these students.  Using the Koi Pond, Bubble Popper, and Talking Tom Cat applications may help calm a student down when a huge meltdown is in progress or at least allow them to transition from a regular education classroom to a resource room where the meltdown will not be witnessed by their peers.  The Grouchies, Feelings, and Auto-B-Good are wonderful applications that have helped some of my Kindergarten students start to think about their own feelings and the decisions that they should be making.  The iPad has also allowed the students to draw the rules themselves.  We then can transfer those drawings to a Word Document and print it out for the students to use as a reminder of how they should behave.
            Overall, the iPad has been an extremely wonderful resource to have in my classroom and I am grateful that I have been given the chance to utilize it in my classroom.  The versatility, effectiveness with students, and organization of this technological tool has been phenomenal.  Thank you for such a great opportunity!

Amber Fettes – Early Childhood Special Education Teacher

Ways I Use the iPad
Regular Education/Inclusion:
  • Reading/English:  Assigned Books or books of choice in Reading class are on the iPad and motivate students to want to read since they can read using the iPad library app.
  • ScienceThe Elements App and the Planets app.  Jeanine and I are working on developing a lesson to use the iPads with all students in the classroom, separating them into groups of 6, differentiating abilities and using the iPads to answer questions on the planets, volcanos, rocks, etc.
  • Social Studies – Sara and I are going to work together to use the 6 iPads in the class with all students.  Thinking of apps such as this day in history, library of congress.
  • Math/Science – Conversion Apps, Calculators, Formula Apps help our inclusion students.

Pull Out Classes
  • Math – instead of doing timed facts in our workbooks, we choose Mathboard or other math apps that will give them math problems to complete.  If they get 100%, they score it on a chart.  Provides a lot of motivation and incentive to do well.  Also use doodle buddy app for whiteboards to show their work during my instruction and while they are working on their assignment.  They can use the conversion apps and calculator apps when allowed.
  • English – use the Dragon App for writing papers or summaries.  Once wi-fi is available, I’d like to have them have the option of completing their Teenbiz articles and their blogs on the iPads or computers.

I’d like to explore more options, but again, there is a time factor.  Also, I am finding great apps that can be used.  I’m taking the class on iPads in the classroom as part of my Master’s program and hoping to gain more knowledge from others and the instructor on how to incorporate them into the curriculum.  Also, I’m finding more ways to use them as I talk with general educators about how they can use them with my students in the classroom and the many apps available for subjects like Science and Social Studies.

Jill Chasteen  8th Grade Special Education

I am finding that the iPad is one of the best therapy tools to have.  It is
there at my fingertips when I don't have time to locate or prep materials.
It is fun and motivating.  Here are some of the ways I'm using it:
Articulation (ArtikPix, Talking Tom)
Grammar/Syntax (ISentence, ICard Sort, Cookie Doodle, ITalk)
Semantics/Vocabulary (too many to name - Sight words, ABA flashcards,
ICommunicate, Farm Flip, Interactive books, etc.)
Question Asking/Question Comprehension (Guess 'em, Super Why, Story Builder)
Literacy Skills (iCard, Story Builder, Toy Story, Winnie the Pooh, Jingle,
Super Why)
Autism (Cause-Effect such as Fluid, Air Harp, Line Art, Virtuoso, Talking
John, Tom, and Robby, Animal Sounds, Bubble Wrap, Wheels on the bus, Forest
Friends, etc.)  I even had one student tolerate playing Air Hockey with a
Reinforcement/Motivation:  I like to use simple activities during therapy by
having kids take a turn after they've produced a sound, word, sentence, etc.
(Coin Toss, Tic-tac-toe, Connect 4, Checkers, Dotty Shapes, etc.)
I use the iPad for internet access.
I'm working on trying to utilize Dragon with a couple of my students -
unfortunately, not being able to access Wi-Fi interferes with this.
I use the dictionary and calculator.
My goal is to increase my use of the iPad for notetaking, report writing,
e-mailing, etc.

Ann Jochimsen

Hi Joseph,

I wanted to tell you how wonderful the i-Pad has been for Connor socially.  The other kids love to watch what he is doing on it.  This last week, he has been trying to trick me with the gears game.  He and I have become great buddies over that app.  Today, he started sharing it with the other students and teaching them about his game.  How cool is that?  I love to hear him say, "Do you need a hint?" and "Is that tricky for you?"  Thanks for bringing this tool into our district for our special kids.  I love seeing the other students realize how special and smart Connor is.

Amy Wildberg
2nd Grade Teacher
Medford Elementary School