Case Studies

When iPads are Disabling - A Case Study (2014)

In a pilot study of a long-term research, the accessibility of built-in and third party iOS applications in the iPad are evaluated (Çalışkan et al., 2014). Although the pilot study does not relate directly to technology in the classroom, it is an important study to understand how iPads can be disabling and how we, as educators, need to be aware that technology is not always as inclusive or as accessible as we may think.

In this qualitative study, two users who are blind completed a preliminary questionnaire, were observed using a touch screen device and then interviewed after the observation about their experiences (Çalışkan et al., 2014). The results show that touch screen devices, such as iPads, have big accessibility problems for users who are blind (Çalışkan et al., 2014). From the pilot study, it is evident that the main challenges for users who are blind are :

• The flat surface, as the two users who are blind “couldn’t understand where the screen starts and ends” (Çalışkan et al., 2014, p.190).

• The slider controls are inaccessible as the slider did not inform the user about how to change its setting (Çalışkan et al., 2014).

• The iBooks application is inaccessible because both users could not find the slider tool that is used to go between each page (Çalışkan et al., 2014).

• VoiceOver did not give the users any feedback about the structure or function of the multi-screen structure so users were unclear as to how to use certain elements of the iPad (Çalışkan et al., 2014).

In the study’s conclusion, there are several suggestions as to how to improve mobile accessibility in iOS based touchscreen devices (Çalışkan et al.,a 2014). One of the suggestions is to “know your users” (Çalışkan et al., 2014, p.200). This is extremely important when integrating technology into the classroom. As educators, we need to know the limitations and needs of our students (the users) and if we don’t, we should ask, learn and/or re-assess the importance of integrating a technology in the classroom that has the potential of being more harmful than helpful. As we see in this pilot study, touchscreen devices such as iPads can be disabling for some students and can actually further inequality in the classroom.

When iPads are Inclusive - A Case Study (2015)

In a case study looking at the iPad as a mobile assistive technology device for post-secondary students with disabilities, the results are, for the most part, positive towards inclusivity and decreasing ableism in supporting learning (Chmiliar & Anton, 2015). Eight students with disabilities were given iPads to complete their school work (Chmiliar & Anton, 2015). What is important to note is that, before receiving their iPads, students were given a technology assessment to see how to support each student’s learning and technology needs (Chmiliar & Anton, 2015). The iPads were then customized and individualized to each student depending on their needs and their disability (Chmiliar & Anton, 2015).

It is also important to note that the initial pilot study before this case study, looked at whether the iPad could be used to support two post-secondary students with disabilities. In the original pilot study, forty-four identical apps were installed on all the iPads and given out to students (Chmiliar & Anton, 2015). The results were relatively negative and one student “indicated that she was overwhelmed by the number of apps available to her…” (Chmiliar & Anton, 2015, p.131). However, in this case study, only a few apps were loaded onto the iPads and the apps were targeted to the needs of each student: “With customized apps for each student on the iPad, the negative comments by the students in the pilot study regarding frustration with going through large number of apps to find what was useful for them was reduced” (Chmiliar & Anton, 2015, p.13).

Moreover, unlike the original pilot study, materials to support students learn about each app and how to use the iPad were given to students (Chmiliar & Anton, 2015). Overall, the findings of the case study were positive towards iPads as an assistive technology device for students with disabilities. Here are a number of strategies and suggestions that came out of the study in regards to how to implement iPads into the classroom that is both inclusive and non-disabling :

• Students need support in how to use the iPad for learning. In the case study, “students gravitated to, and used the apps that were demonstrated for them” (Chmiliar & Anton, 2015, p.133).

• Students like to know what apps will support their needs. There are so many different app choices available and the participants stated that “they need ready access to names of apps and their features” (Chmiliar & Anton, 2015, p.133) .

• Students need support as to how certain apps can support them to overcome their learning challenges. It is important to understand and to talk to students as to how they learn best and then help them find customized apps that will support how they learn (Chmiliar & Anton, 2015)

• Student ownership of devices is important. It is encouraged to allow students to personalize their iPad to meet their learning needs and for that customization not to change each time they need to use the iPad (Chmiliar & Anton, 2015).

The case study concludes by stating that the iPad is an “equalizing technology” (Chmiliar & Anton, 2015, p.133). Technology can give but also take away voices depending on who has control over the design and usage of the technology itself. As we see in this case study, it is imperative to include students in the conversation of technology integration and to customize the technology to their specific needs so as to make sure that no student is held back by a poor design or integration of technology.