The Factors that Contribute to Effective Use of iPads with PMLD Pupils The WritePass Journal

The Factors that Contribute to Effective Use of iPads with PMLD Pupils Introduction The Factors that Contribute to Effective Use of iPads with PMLD Pupils . Waters-Adams, S. (2006). Action Research in Education. Faculty of Education Plymouth. The Factors that Contribute to Effective Use of iPads with PMLD Pupils 1. Introduction The Factors that Contribute to Effective Use of iPads with PMLD Pupils ) recently published an article outlining the role of interactive technology in the SEN classroom, describing pupils as most engaged and motivated when applications were visual and contained sound, music and rewards. An important contributor to the field has been the tablet device, specifically the Apple iPad, a slim, lightweight and multi-touch device for downloading, accessing and interacting with a vast range of applications. To date, little empirical evidence of the effectiveness of the iPad in supporting learning in pupils with PMLD has been conducted and reported, although case studies published by schools that use iPads to support such learners are beginning to emerge. For example, the deputy head teacher at Topcliff School has reported that iPads have had a positive impact and response from their special needs pupils and teachers alike, as the iPad is easy to use, accessible and allows the user to access many well-designed applications, a sentiment shared by the head of music at Mary Elliot Special school, who described the technology as easy to use allowing teachers to feel confident in using ICT, with cheap yet engaging applications. In a blog written by ‘Jwinchester25’ (20 12), a head of year in a generic special school for pupils with a range of special educational needs, the iPad is described as a device that enables and allows learning at any time, with a wealth of sensory applications that are ideal for learners working between p1 and p2, owing to the visual impact and instant feedback provided by its applications. Undoubtedly, the iPad has several factors that are advantageous in supporting the learning of PMLD pupils, including the range and value of its applications, its sleek and easy to use design, and use of touch technology, which can help overcome barriers for pupils facing issues using the traditional mouse and keyboard (Bean, 2012). However, such advantages come with important caveats; teachers must ensure that the device is both adequately positioned and mounted to optimise both vision and interaction (Watson Hyatt, 2010; Rahman, 2012). 2.4. Conclusion Pupils with PMLD have greater difficulties in learning and have additional impairments in functioning and needs that can create barriers to learning. Practitioners and teachers can support pupils to overcome such barriers by providing a learning environment that is stimulating to the senses, and promotes motivation and engagement. The world of technology can augment such learning by enabling pupils with PMLD to communicate and engage with the world around them. However, in order to maximally support such learners, technology must be tailored to the specific and individual needs of each pupil, requiring a thorough and accurate assessment of each pupil’s needs. It would appear that the Apple iPad has great potential to act as a tool for learning for pupils with PMLD, however there remains a gap in the empirical literature regarding the factors that might influence successful use of the iPad in such a teaching environment. 1. Methodology The following chapter discusses the research methodology chosen for the present study and provides the rationale underpinning its selection. As action research was selected as the prime research strategy, this chapter will discuss and explain what action research entails and also provide a brief explanation of the data collection methods that will be employed. Furthermore, the chapter will discuss the technique of sample selection and sample size proposed. The chapter will conclude with a discussion of the research instruments that will be utilised to gather the primary data. 1. Research Strategy According to Lewin (1946), action research is â€Å"a comparative research on the conditions and effects of various forms of social action and research leading to social action (using) a spiral of steps, each of which is composed of a circle of planning, action and fact-finding about the result of the action†. It involves a practical approach to research inquiry in a social institution (Waters-Adams, 2006), and is perhaps more interactive than other research methodologies, as it balances data collection and analysis with problem solving action in the field. This is advantageous as it allows the researcher to derive predictions regarding change within the research site (Reason Bradbury, 2002). It is conceptualised as a collaborative process between the researcher and the research site and population, so it allows not only for observation and reflection, but also action and improvement of practice (Mills, 2006). Action research was particularly appropriate in this context. The author of the present study is an ICT coordinator, and was keen to discover how new technology purchased by the author’s school could be most effectively used with PMLD learners. Action research is often used when a new initiative is about to be implemented, in the absence of knowledge regarding the best method to do so. It allows for the discovery of practical solutions that are directly derived from the specific circumstances of the research site. However, as action research does not involve the objective measurement of phenomena, it can suffer from researcher bias (Mills, 2006). However, all researchers bring a degree of subjectivity shaped by individual experience, and it is the action researcher’s challenge to recognise such bias and build a critical reflexivity into the research process accordingly (Herr Anderson, 2005). Action research can be time consuming, and difficult to conduct in tandem with normal classroom activities. For this reason, Mills (2006) advoc ates developing a timeline of enquiry. The timetable for the current study is as follows: Phase 1 (July 2012): Develop research questions. Phase 2 (August 2012): Conducted critical review of relevant literature. Phase 3 (September 2012): Conduct classroom observation. Disseminate questionnaire to second school. Phase 4 (October 2012): Conducted semi-structured interviews with teachers. Phase 5 (November – December 2012): Data collation and analysis Phase 6 (Early 2013): Review, question and action. Disseminate research findings to interested parties. 3.2. Data Collection According to Mills, â€Å"the importance of data collection is to challenge yourself to explore every possible angle to try to find patterns and seek out new understanding among the data† (2006: 122). The selection of data collection methods forms a fundamental step in the research process and should be underpinned by the concepts of reliability and validity. Reliability relates to the accuracy of the data and urges the researcher to consider whether the data they have collected presents an accurate representation of the reality under study. Validity refers to the essential truthfulness of the data; an assertion that the data collected actually measures the reality under study. Producing high quality research is of particular concern to the action researcher in schools, as the teacher researcher has an additional obligation to their students, and to add to the professional knowledge base (Sagor, 2000). One method of enhancing the quality of research is to triangulate data coll ection; to use more than one source of data during more than one point in time. The present study included questionnaires, observation and semi-structured interviews. The approach therefore was mainly qualitative, although the inclusion of some closed-ended questions in the questionnaire allowed for some limited quantitative enquiry. Questionnaires The questionnaire was designed and will be disseminated via Survey Monkey, an online research resource which allows users to design surveys and collect and analyse data easily. The questionnaire contained both open-ended and closed-ended questions to enable respondents to both answer the specific research questions, and also provide their own responses to add richness to the data. Invitations to participate in this part of the research will be made to members of staff from a different school to the research site, and respondents will be invited to complete the questionnaire via an online link. The questionnaire has been designed specifically to investigate how other schools are integrating iPads into their work with PMLD learners. The main advantage of the questionnaire method is that it potentially allows the researcher to collect a large amount of information in a relatively short amount of time (Mills, 2006). However, the method is notorious for returning lower response rates. Gen erally speaking, postal survey methods have an average response rate of below 10%, whilst typical response rates for online surveys are a little higher, at 20 – 30% (SurveyMonkey, 2012). Observation The observations will be conducted only at the primary research site, and will be participatory in nature, as this allows for more focused naturalistic observation (Bell, 2005). In the present study, observation will take place with four pupils with PMLD as they use iPads as part of normal teaching and learning activities. The observations will be guided by the use of the Engagement Profile (SSATrust, 2010) which will enable the researcher to observe exactly which factors involved in the use of iPads engage pupils. For an example of the Engagement Profile observation sheet refer to Appendix A. Interview The aim of the interview is to elicit information about participant’s attitudes, opinions and perspectives in order to form a meaningful understanding of the phenomena under study (Hannan, 2007). Specifically, this research will include the use of semi-structured interviews, which allow researchers to have a set of specific questions to discuss, but allows for some flexibility on the respondents’ behalf. One interview will be conducted with the class teacher, and will address the ways in which iPads are incorporated into teaching activities with PMLD learners. 1. Sample Size and Sampling Techniques For questionnaire completion, sampling will follow the snowballing technique, a non-probability sampling technique whereby participants in turn recruit future participants from among their acquaintances. In this instance, the link to the online survey will be sent to the target population, with a request that it is passed on to other interested parties. As the likely response rate is as yet unknown, the link will be sent to all possible study participants. The return rate will determine whether any quantitative data analysis will be conducted on the closed-ended survey items. The observations will be limited to four pupils, who will be identified as appropriate for participation via the researcher’s own knowledge of the pupils within the research site, and via discussions with classroom teachers. Only one interview will be conducted with the classroom teacher. Methods were selected that drew upon small samples to provide an in-depth exploration of the area under study, the num ber of observations and interviews was restricted to maximise the effectiveness of such in-depth exploration (see Kruger Casey, 2009 for a discussion regarding sample size when using qualitative methods. 4. Ethical Considerations Of prime concern to any researcher, are the ethical considerations and implications of their work. A full understanding of research ethics, and adherence and accountability to an ethical framework can provide a solid base for the research work in order to achieve completion of said research successfully (Willis, Inman and Valenti, 2010). Adherence to ethical considerations in research promotes the aims of research; prohibiting the falsification of results avoids error. Ethical norms ensure that the researcher remains accountable to the public and can prevent harm; therefore prior to the commencement of any piece of research, it is essential to consider all the ethical implications that may present themselves throughout all stages of the study. Central to research ethics is the issue of consent. The proposed study will provide interview participants with a Participant Information Form (PIF) detailing exactly the aims and processes of the research, and the contact details of the resear cher. A consent form will be given with the PIF for both the participant and researcher to sign. The form will detail the participants’ right to refuse to participate, and right to withdraw consent at any point during the research, without penalty. As the pupil observations will be conducted as part of normal teaching and learning activities, it is not necessary to seek permission from parents. In a dissertation work, keeping the personal details of the respondents secured is a prime ethical requirement, therefore, another major ethical consideration of the proposed study relates to anonymity and confidentiality. Conducting any research within the workplace could raise concerns among participants; therefore the interviews and Engagement Profiles will be anonymised and assigned codes rather than names. Surveys will be conducted anonymously via SurveyMonkey, access to data will be strictly limited to the researcher, and all participants will have the right to access their own information. References Bean, I. (2012) A helping hand. SEN Magazine, February 2012. 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