Tablets for visually impaired students: early findings from a UK study Sue Cranmer, Department of Educational Research 21 October 2014 European Schoolnet, Brussels

The session will 1.Introduce the project and background 2.Opportunities and barriers enabled by tablets from the perspective of young people with vi and their teachers 3.Conclusions Plan

Very little which examines how young people of school age with impairments experience and develop appropriate uses of digital technologies (Passey 2013; Söderström 2009) Practitioners with huge expertise in this field. Previous research 1

Also very little research about how children and young people use assistive technologies (Abbott, 2007; 2011). Different definitions, i.e. “...the software and technology which helps people with disabilities and special needs to overcome the additional barriers they face in communication and learning” (Becta 2003, p.3). “Opportunities and independence for students with SEN, leading to real inclusion” (AbilityNet) Previous research 2

Categorisation of e-inclusion (Abbott, 2007) Technology to assist learning – adjunct to learning, assists learning to take place Technology to enable learning – catalyst for learning, possibly through collaborative/interactive activities So, do tablets ‘assist’ learning or are they a ‘catalyst’ for learning? And does it matter? Previous research 3

Ongoing pilot small-scale study about how young people with visual impairments in mainstream schools - such as computers and the internet - use digital technologies for learning. Why is it important? – Learning – Access to same online opportunities as their peers – Need to develop skills and competences for learning with technology; strategies to cope with online risk and safety. Project 1

How do visually impaired young people use digital technologies (particularly computers and the internet) in school and out-of- school settings for learning? Access to digital (including assistive) technologies Uses and their influence on learning Factors that influence use Digital competences and skills Role of assistive technologies Research questions 1

Qualitative, small sample of young people with vi and the teachers and teaching assistants who support them. North West of England. School visits include interviews, observations in the classroom, interviews with the support team. So far – 7 young people (secondary); and 1 (primary school) – 3 qualified teachers specialising in supporting VI – 4 teaching assistants – 4 classroom teachers Pilot project 1

This presentation: Report here on secondary students only (ages 11 – 18) Focus here mainly on what’s happening in schools only – not outside of school Pilot project 2

Access? iPad School iPad Home HP EnvyiPhone iPod Touch Other phone PC/Laptop with magnification NigelXXXX LauraXXXX JemXXXX SimonXXX SiobhanXXBraille note taker FernXXX RachelXXX

HP Envy and iPod Touch

iPod/iPhone/iPod touchHP Envy Documents & presentations ed before lessons (PowerPoint, Keynote, webpages, Pages) Documents installed before lessons iBooks for textbooks or downloaded through load2learn Access to the school VLE (homework, resources) Watching videos on YouTube Textbooks downloaded through load2learn Apps to create short films Apps to compose music Collaborative project on dropbox sharing presentations Uses of digital technologies for learning 1?

Uses of digital technologies for learning 2? French lesson, year-olds writing phrases in French for sock puppets

iPod/iPhone/iPod touchHP Envy Can zoom/bring closer to eyesLikes how it is set up before the lesson Avoids carrying large textbooksLikes magnification window More reliable than laptop with magnification Likes to take a photo with the detachable tablet to see what’s on the board Lighter than carrying laptop Quicker to start Internet more fun than textbook-more interactive Likes touchscreen – easier to use than mouse Can take photos/zoom in/change colours Connects home and school for some students Can see what’s written on screen through enlarging letters Students’ views of factors that influence use: Benefits 1

HP Envy – magnification window

Independence/self-directed – being able to access content and take notes “Before I went in year 11, I felt very dependent on the teaching assistant to scribe things for me, but now I have got my iPad,I feel very, more independent which is what I want to do and what other people want me to do as well.” Students’ views of factors that influence use: Benefits 2

Reduces stigma “I feel like just an ordinary person when I'm using it. I like to be a tiny bit different but I don't like to be so much different that everyone treats me differently. I like to be just like a normal girl sort of thing, in the mix, which I quite like. And having an iPad, and my friends have iPads as well, it just makes me feel like one of them basically.” Students’ views of factors that influence use: Benefits 3

On the spot technical issues: Technical problems e.g. websites not loading (German lesson, flash?) The problem was overcome with help from the teaching assistant. Students’ views of factors that influence use: Barriers 1

Wider issues: HP Envy – one student said she still felt different using it (stigma) Issues with extended pieces of writing (iPad), better with external keyboard (detachable or HP Envy) Some documents too large to , difficulty getting onto iPad Not allowed to use the iPad in exams, can use laptop and magnification Students’ views of factors that influence use: Barriers 2

Occasional issues with teacher practices Some teachers prefer to continue to prepare and to enlarge worksheets Some teachers are not happy to PowerPoint presentations in advance One teacher preferred to provide material on a memory stick rather than ing beforehand. This means that students then need to carry both laptop and iPad with her. Students’ views of factors that influence use: Barriers 3

Laptop with magnification can do what tablets can but they are: Quicker Lighter Easier for manipulating documents Have “street cred” (especially iPads) Just as cost effective (compared with laptop plus magnification or £200 large key calculators). For students with partial sight, not meeting accessibility standards is not emerging as a major issue. Teachers’ views of factors that influence use: Benefits 1

Some examples of issues: Not everything is available electronically, some textbooks still an issue Not everything is of adequate quality Teachers do not always anticipate well what a student can access or have time to prepare what’s needed. Tables can take too long to navigate electronically. Qualified teacher for vi said that sometimes subject teacher think it’s not part of their role Teachers’ views of factors that influence use: Barriers 1

Huge benefits for students in using tablets particularly in terms of: – Enabling young people with visual impairments to participate in mainstream classrooms – Potential for nurturing independence/self-directed learning – Potential to reduce stigma Conclusions 1

Tablets clearly enabling learning in in terms of participation in mainstream classrooms How far are these uses innovative/different to what was possible before? Are tablets being used to assist learning to take place or as a catalyst in terms of more collaborative and interactive activities? (Abbott 2007) And does it matter..? Conclusions 2: for discussion?

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