Special Focus Sessions

 

An iPad-Infused Classroom: Research-Based Outcomes of iPad Use in Inclusive, Inner-City Classrooms

Leader: Kimberly Maich, Brock University, Ontario, Canada Presenters: Carmen Hall, Fanshawe College, London, Ontario, Canada and Sheila Bennett, Brock University, Ontario, Canada

The use of iPads in inclusive classrooms for young children is increasingly becoming a pedagogical reality. Learn about the reality of iPad use in two inner-city classrooms including student perceptions, educator satisfaction, and the use of an electronic scheduler to support everyday transitions for a student with ASD.

At the end of this session, participants will be able to:

  1. Describe the research-based outcomes of the everyday use of iPads in two inclusive, elementary, inner-city classrooms.
  2. Describe the outcomes of a single-subject research design that measured the change in transition success for an elementary-aged child with ASD in an elementary, inner-city classroom.
  3. Understand the perceptions of educators and the students themselves about the use of iPads in two inclusive elementary, inner-city classrooms.

Potential Solutions to the Drop-Out Crisis in Manitoba: Insights of a High School Teacher Think Tank

Leader: Ken Reimer, University of Manitoba, Winnipeg, Canada

The presenter will highlight the results of a research study he conducted with Manitoba high school classroom teachers in order to better understand what makes them successful at helping adolescents at-risk of dropping out of school to graduate. Specifically, he created a high school teacher "think tank" in order to explore perspectives on such topics as current policy towards inclusion, compulsory school age, the current high school credit system, the conflicting relationship between differentiation and standardization, and the practices that they have instituted that achieve the most success with all students, including our most vulnerable.

At the end of this session, participants will be able to:

  1. Describe what makes a teacher successful at helping adolescents at-risk of dropping out of school to graduate.
  2. Understand how a high school teacher "think tank" can achieve the most success with all students.

Using iBooks and iPads for Curriculum Delivery in the Context of the Postsecondary Flipped Classroom

Leaders: Carmen Hall, Fanshawe College, London, Ontario, Canada and Kimberly Maich, Brock University, Ontario, Canada

The use of iPads and other tablet-based technology in educational settings has increased substantially in recent years due to its accessibility and user-friendly nature. Previous research has focused on laptop usage in postsecondary settings, but it is only in the last 2 years that portable, inexpensive, and user-friendly tablets have been available. Learn how the “flipped classroom,” where educators rely less on traditional teacher-focused lecturing, can be paired with the use of educational technology such as the tablet. Educators can use technology for students to learn at home, and can use in-class time to work directly with students through engaging, problem-solving based learning activities, and formative assessments. You will also learn about students' perceptions on the integration of iPads and iBooks in the context of the flipped classroom approach, from daily satisfaction surveys, focus groups, and content-based quizzes.

At the end of this session, participants will be able to:

  1. Understand the concept of the “flipped classroom.”
  2. Understand how the flipped classroom approach can assist educators to rely less on traditional teacher-focused lecturing to better use technology for all students in a secondary setting.
  3. Describe teachers’ and students' perceptions on the integration of iPads and iBooks in the context of the flipped classroom approach.