Use of Tablet Technology: A Pilot Program for Graduate Students in Speech-Language Pathology

Taylor N Hansen,Abby L Bjornsen,Shari L Deveney

doi:10.30707/tlcsd1.1hansen

Abstract

The study purpose was to examine the associations between a 15-week intervention pilot program and a variety of self-reported measures of tablet technology use for graduate students in speech-language pathology (SLP) across classroom and clinical contexts. Participants were millennial-aged students (n = 9) in an accredited SLP graduate program in the Midwest. Participants each received an iPad Air 2 tablet and engaged with other participants and clinical educators to regularly discuss and demonstrate tablet use relative to classroom environments and evidence-based clinical contexts. Participants were anonymously surveyed at four different intervals using a 30-item questionnaire that addressed frequency, competency, and use of iPad applications. Surveys were administered at the beginning, middle, and end of the semester, and at one-month follow-up. Data were analyzed both quantitatively and qualitatively in a mixed-methods design. Quantitatively, the frequency of use for clinical and academic purposes increased over the course of participation, but only significantly for clinical purposes. Qualitative data was organized into three primary themes: (1) frequency of iPad use for clinical purposes; (2) perceived competence with clinically-related iPad use; and (3) overall experience with the iPad Pilot Program. Results and recommendations regarding the use of tablet technology are discussed.

Highlights

Since the first iPad was introduced in 2010, over 40 million have been sold worldwide (DeCurtis & Ferrer, 2011) and over 500,000 applications are available for download (Apple Inc., 2014)
Students’ use and skills with tablet technology should not be assumed to be uniform or exceptional across younger generations (Bennett et al, 2008). Regardless of their technical savvy, for the field of speech-language pathology (SLP), millennials are soon going to make up a large proportion of clinicians in the field (Hershatter & Epstein, 2010)
Graduate students enrolled in one of three on-campus clinical training courses were invited to apply for participation in the iPad Pilot Program by completing a brief survey through Survey Monkey, a free online survey software program and questionnaire tool

Summary

Introduction

Since the first iPad was introduced in 2010, over 40 million have been sold worldwide (DeCurtis & Ferrer, 2011) and over 500,000 applications are available for download (Apple Inc., 2014). Millennials, individuals born between 1980 and 2000 are often assumed to be able to incorporate the use of tablet technology, including iPads, “as a ‘sixth sense’ and as a fully integrated means of interacting with the world” Students’ use and skills with tablet technology should not be assumed to be uniform or exceptional across younger generations (Bennett et al, 2008). Regardless of their technical savvy, for the field of speech-language pathology (SLP), millennials are soon going to make up a large proportion of clinicians in the field (Hershatter & Epstein, 2010). Practicing SLPs’ integration of technology for clinical interactions continues to grow (Brundage & Hancock, 2015; Carey, O'Brian, Lowe, & Onslow, 2014; Halpern, et al, 2012; Ingram, Bunta, & Ingram, 2004; Kurland, Wilkins, & Stokes, 2014; Tanner, 2011)

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Conclusion