Abstract
The use of iPads and apps has become common in K-12 inclusive classrooms. Special education teachers frequently use this tool to support instruction. Data from electronic surveys were used to determine criteria that teachers identified as important for choosing apps for classroom use. Using this information, the authors developed an App Checklist for Evaluators (ACE) to assist teachers in reviewing apps. Areas included on the ACE are: Student Interest, Design Features, Connection to the Curriculum, and Instructional Features. Suggestions for choosing an effective app include determining user needs, assessing student interest, evaluating design features of the app, documenting the connection to the curriculum, and identifying instructional features.
Highlights
Since the iPad was introduced to the public in 2010, the use of this device in the classroom setting has continued to grow (Perry, Thrasher, & Lee, 2016) and has become a preferred tool for special education teachers (Mautone, 2013)
This research was designed to gather data on the current use of apps in the classroom, to determine what teachers need in an evaluation tool, and to create an effective iPad app evaluation scale based on those needs
Teachers responding to the survey indicated that they tend to use apps that are recommended by other teachers or other professionals
Summary
Since the iPad was introduced to the public in 2010, the use of this device in the classroom setting has continued to grow (Perry, Thrasher, & Lee, 2016) and has become a preferred tool for special education teachers (Mautone, 2013). Provided suggestions for teachers using iPads in inclusive classroom settings, starting with planning for use and including using the data collection feature of some apps to support acquisition of IEP goals. These benefits can only be achieved if apps are chosen appropriately (Perry et al, 2016). Overall, the use of apps in special education is emerging as an effective practice, and implementation in the classroom must be planned, intentional, and informed Since this type of technology (i.e., app use) is still relatively new, the rigor with which it is screened before being implemented as an instructional support is generally lacking. This research was designed to gather data on the current use of apps in the classroom, to determine what teachers need in an evaluation tool, and to create an effective iPad app evaluation scale based on those needs
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