Use of iPads in Specialist Schools
Evaluation Note: April 2011
iPads for Learning
DEECD’s 2011 iPads for Learning – In Their Hands Trial involves over 550
students from ten primary, secondary and special school settings. Each school
has been provided with iPads and a range of resources and support to trial the
use of iPads as learning tools. The trial supports DEECD’s vision for equipping
all young people with the skills and capabilities needed for economic, social
and cultural success in the 21st century. It reflects a belief that schools can
increase students’ participation, engagement and achievement in education
through purposeful access to ICT.
The evaluation over the course of the trial, will explore three questions:
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What has been the impact of iPads on students, teachers and parents involved in the trial?
What capacity does the iPad have to enhance teaching and learning within and beyond the classroom?
What evidence is there of improvement in student learning that can be attributed to or associated with
the use of iPads?
In Term 1, 2011 the evaluators conducted visits and interviews with school leaders and teachers at eight of the
ten trial sites, as well as a survey of 77 teachers involved in the trial at nine of the ten settings. The evaluation’s
initial observations related to the implementation of the trial in schools, and the support available to help
teachers and students optimise effective use of the iPads. These findings have been shared with DEECD as part
of regular reporting processes.
DEECD has asked the evaluation to provide interim feedback on the use and impact of iPads in special schools.
In particular, this analysis draws on interviews and 49 survey responses from staff two of the special schools in
the trial: Warringa Park College and the Victorian College for the Deaf.
General findings
Any observations about the impact to date of the use of iPads in special
schools must be made within the broader context of the trial. While the
pace at which participating schools have integrated iPads into teaching
and learning has varied, there is optimism in most schools that the trial
will deliver real benefits in terms of student engagement with learning,
personalisation of learning and student achievement. The feedback to
date is positive, and anecdotal evidence of the way in which iPads can
and are being used to enthuse and engage students in learning is
emerging. Teacher feedback indicates that students see iPads as fun,
interactive and 1:1 technology that they
prefer and use recreationally in their everyday lives.
Teachers said in the initial evaluation of the iPads Trial:
“iPads are fast, cool and fun for the kids.”
“With the students fully engaged in the task using the iPad, all work requests are completed with joy.”
The feedback from the two special schools is for the most part consistent with the wider view. However, there
are a number of specific issues related to the use of iPads which have been identified as being more or less
pronounced in the special schools, or being of particular relevance to the needs of students in non-mainstream
settings.
Meeting special needs
iPads provide visual interactive touch-based learning that is better suited to the learning needs of many
students in special schools. Teachers are seeing deaf children tap into their visual learning mode. Students who
Evaluation Note: Use of iPads in Special Schools
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have limited fine motor skills and find it hard to write or use a PC, as well as students with communication
needs, can use the iPad to extend learning through touch capabilities and communication programs (e.g. visual
or verbal choice boards).
Teachers from our iPad Trial special schools said the following:
“I am now able to offer more appropriate learning opportunities for students who are unable to access
other ways of learning (e.g. students who cannot use pencils or paper for various reasons).”
“Many deaf kids don’t understand much English. The more I learn about visual apps the more they will
be exposed to and learn from.”
“It is a wonderful learning tool for deaf students to enhance their learning in every area of the
curriculum.”
“Students who are non-verbal can join in activities suited to their level of abilities.”
“Students who cannot use writing implements are able to trace on
the iPad, practice counting and letter skills, etc.”
“Using the iPad is an accessible way for my students with physical
disabilities to access technology to assist them in communication
goals, as well as numeracy and literacy skills.”
With the iPad as a learning tool teachers are seeing new possibilities for engaging special needs students. This
is partly a function of the way in which students interact with the device (i.e. it is visual and tactile), and partly
due to the variety of apps that have been developed to cater for students with special learning needs.
For example, students at Warringa Park have been using the ProLoQuo2Go app, a communication tool that
allows students to personalise their iPad and communicate with their teachers. One student, who until the
introduction of the iPad had not sought assistance from his teachers, used the iPad to ask for help – a major
breakthrough in the eyes of the staff at the school and the child’s parents.
Students are also becoming familiar with the Calendar app as a tool to allow them to organise their day in a
sequential pattern. This has been particularly important for students with Autism where structure and pattern
are essential components of their lives.
Another Warringa Park student is using a spelling app. The app provides the student with a picture and the
letters of the word in a jumble. The student is required to drag each letter down to correctly match the letters
with the word shown below. This child had previously not been able to do a similar paper-based activity.
Personalised learning
Personalised learning and the use of individual learning plans is not unusual in special schools. It reflects,
according to school principals and teachers, the way special schools have had to work for a very long time to
respond to the unique learning needs and capabilities of every one of their students. The 1:1 portable nature of
iPads is a good fit with personalised learning as it enables each student to experience learning at a time, in a
place and at a pace that is suited to their learning needs. In addition, personalised learning for special needs
students is enhanced by the wide range of apps that are available to facilitate learning for students at all levels
and with different learning styles, across many curriculum areas, and in areas based on individual interests.
Our teachers are saying:
“The students all have an individual learning plan, and using the iPad as a teacher I am able to adjust the
students’ learning according to different apps, subjects and learning areas.”
“iPads are certainly helping me to differentiate the learning for students.”
“I teach at a variety of levels within each class, so theory sessions using the iPads will make it easier to
communicate with individual students.”
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Teachers have also reported that the portability and accessibility of the iPad creates greatly increased
opportunities for collaboration and connectedness through ICT, activities that have in the past been
challenging and confronting for some special needs students.
Student learning choices and outcomes
The Term 1 evaluation survey asked teachers a range of questions about the use and impact of iPads in
teaching and learning. When comparing the responses of teachers in the two special schools with those from
teachers in mainstream schools there were two key differences.
The first, was that while iPads might provide students with increased opportunities to choose and use
technology to suit their learning styles and preferences, and to take greater ownership of their learning in and
beyond the classroom, the extent to which this might occur was seen as greater in mainstream schools than it
was in special schools (see following chart). Teacher commentary suggests that this differential is likely to be
reflective of teacher expectations about the extent to which students in special schools are generally able to
exercise choice, ownership and personal control of their learning goals and approaches.
“Taking ownership in their learning could also mean students get left behind.”
To what extent do you think that using the iPad will ...
Allow students to choose and use
technology that suits their learning style?
81%
68%
Allow students to choose and use
technology that suits their learning tasks?
74%
59%
Allow students to differentiate what tools
they use to demonstrate their learning?
78%
53%
Give students a greater say in defining
their personal learning goals?
59%
45%
Encourage students to take greater
ownership of their learning?
70%
58%
Enhance student motivation and
engagement in learning?
70%
87%
Give students greater choice and
flexibility in learning (i.e. 'in their hands')?
67%
79%
Improve students' literacy skills and
outcomes?
56%
68%
Improve students' numeracy skills and
outcomes?
52%
68%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
% teachers rating impact as 'great' or 'large'
Mainstream schools (n=28)
Special schools (n=49)
The second key area of difference between the responses of teachers in mainstream and special schools was
related to the perceived impact of iPads on student learning. Teachers in special schools were relatively more
optimistic about the extent to which using iPads would enhance student motivation and engagement in
learning and improve students’ literacy and numeracy outcomes. In fact, when asked to rate the impact of the
iPad trial to date on student learning, teachers in special schools averaged 8.4 out of 10 compared with 8.1 for
teachers in mainstream schools.
Feedback from the iPad Trial teachers included:
“Having the iPad with a high support needs class increases the students’ levels of engagement and
greatly assists in literacy and numeracy.”
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“The iPads have engaged students who were previously difficult to keep motivated and focused.”
“My students who are very high needs older students have found iPads to be VERY motivating and
allowed them to access different learning content than previously.”
“I have already seen improvement in literacy and numeracy skills through using iPads.”
“I think that it would be a great way to provide extra learning
experiences for my students, and have seen this from the first day I
used iPads with the group. We just explored. I don’t think it will be a
total learning package for my students, but I do believe it will be a
great learning tool for all students to some degree.”
The iPad trial
When asked about the things they were most likely to focus on throughout the trial in using iPads to improve
student learning, teachers in special schools stressed student achievement in literacy and numeracy. Student
engagement, development of communication skills and research skills, and more independent student-centred
learning were also common responses.
The iPad trial is already having an impact in these areas in the two special school settings. So school leaders and
teachers are looking forward to growing these outcomes over the remainder of the trial in 2011. The feedback
from our teachers speaks for itself:
“I can see results with 90% of my students. 9 out 10 students are engaged as independently as they can
be.”
“I am excited by what I have already seen some students do when working with the iPad, and I am aware
that there are a wide range of possibilities for their use for all my students.”
“Each day we learn more about what the iPads can do. The iPads are amazing and they are becoming
part of everyday life at the school.”
“I do not want to turn back! The possibilities are endless and very rewarding for our students. This is the
new way for our students to learn.”
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