iPads are an excellent way to provide individualized learning materials and re-inforcement for students with a wide range of learning abilities.
- The iPads provide a way for teachers to provide each learner with activities suited to their learning needs.Teachers can use Dropbox to send documents and links to individual students’ folders, which contain their individualized learning materials.
- They can also be used to provide extension activities for students who need higher-order thinking challenges. These can take the form of webquests, quizzes and polling (Socrative), treasure hunts with QR Codes (QRafter), and geocaching.
- iPads can be used to scaffold learning for students who need additional support. The screen-casting apps (ShowMe, Explain Everything, Educreations) and video creation apps (iMovie, Reel Director, Camera) allow teachers and students to produce screencasts and short instructional videos to provide “just in time” support for students.
- The use of instructional video for learning provides support that is emotionally neutral, and can be viewed repeatedly until the student feels the concepts have been clearly demonstrated and understood.
- The use of the iPad touch surface reinforces learning using the sense of touch, which is a very powerful way of learning for many students (Toddler Sandbox, Skitch)
- The audio feedback included in many apps is another way to support learning. Many eBooks and iBooks include an audio track which reads the print while highlighting the words. This multi-sensory mode uses the senses to provide stimulus and feedback for the learner.
- Students who need support taking notes will find “AudioNote” useful. AudioNote will record the speaker while the student types notes, creating an audio recording of the lesson to review learning.
- There are a wide selection of apps, eg. SOSH, to support students who have difficulty communicating. The Special Needs links in the TIPS 2012 sidebar contain lots of excellent examples of apps designed to support learners with diverse needs.