USING TECHNOLOGY TO ADAPT AND PROMOTE PHYSICAL ACTIVITY AAHPERD 2014, St. Louis, MO Oregon State University, Corvallis, OR Erin Siebert, Colin Brooksby,

Using Technology to adapt and promote physical activityAAHPERD 2014, St. Louis, MOOregon State University, Corvallis, ORErin Siebert, Colin Brooksby, Karmen Holladay Tessier, Aaron Mason, Paige Niemi, Kasi Roth, Kristina Strong, & Rob Hansmann

Overview• Intro to iPad/tablet technology in the gym

• Meet the presenters

• Break out – demonstration of apps

iPads Invade Schools• 2010 Apple releases iPads• Area schools begin mass purchasing for the use of iPads in

classroom• iTunes creates Special Education category devoted solely to apps for

students with disabilities• Apple offers online courses for Distinguished Educators to train

teachers in how to use iPads and apps for students with disabilities, including those tailored for Autism spectrum disorders.

• Organizations devoted to aiding the education process for individuals with disabilities have begun to disseminate information about the iPad, key apps, and their use with specific disability populations to promote inclusive education practices (Ryndak, Jackson, & White, 2013)

• Researchers begin evaluating the effectiveness of apps in various academic environments (Edyburn, 2013; van de Meer et al., 2011)

Why iPads, tablets, etc.?

Portable

• More portable and flexible than traditional PC or laptop

• Goes where ever child goes

• Easily managed and adapted per user

Versatile

• Wide range of low cost and free apps to serve almost any purpose (Siegle, 2013)

• Can easily organize and store hundreds of apps in a predictable and accessible way (Siegle, 2013)

• Cost effective, compared to other assistive technologies (Edyburn, 2013)

Why iPads, tablets, etc.? Cont. • Direct touchscreen removes any potential sensory

confusion by eliminating any kind of barrier, such as a mouse, keyboard, or stylus (Siegle, 2013; iPads & autism, 2012)

• Tap and swipe gestures used to manipulate objects on the screen are very similar to types of gestures children would spontaneously use on physical objects in the real world (Siegle, 2013)

• Game like experience of most apps allows the student to participant in an environment free of fear and anxiety (iPads & autism, 2012)

Cool Factor• Potentially most importantly

• Enthusiastically embraced by parents, teachers, and

students

• Usually reinforcing to children

Mudock, Ganz, & Crittendon, 2013; Siegle, 2013

Evidence to support iPad/tablet use• van der Meer et al., (2011) evaluated the effectiveness of

using Proloquo2GoTM as an augmentative and alternative communication tool in an academic learning environment and found it to be more advantageous than traditional speech generating devices.

• Murdock, Ganz & Crittendon (2013) investigated the effects of using a social story presented on an iPad and the social interactions of children with Autism spectrum disorder during play, findings indicated increased meaningful and unscripted dialog between peers.

Meet the Break-Out Group LeadersPlease feel free to rotate from group to group at your discretion.

Test out the apps and ask questions

Individualization Apps - Aaron

• iPad functions and apps.• These modifications can be targeted towards the user (teacher or student)

• All of these tips and features can be explained and explored at http://www.apple.com/accessibility/

Communication & Socialization Apps – Kasi & Kristina• Purpose:

• Create inclusive environment

• Involvement with peers• Alternative instruction• Rewards• Communication

• Apps:• Tap to Talk, Proloquo2go,

Talking Tom, Knock Knock Numbers, Two Player Games

Management Apps - Karmen• Team Shake, Make Dice,

Show Me• Assist teachers in making

groups• Fun interactive ways to do

fitness with students• Interactive whiteboard• Visual representations for

students• Allows teacher to spend

more time with students with decreased management & instruction time

Personal Trackers - Colin• Fitbit, Walkathon,Nike Plus

running• These can be used instead of

pedometers to track steps, active minutes and calories burned

• Walkathon-Token system, creates goals and prizes for steps taken. Can be a motivating factor

• My Fitnesspal• Tracks calories of food consumed

to help with nutrition information/education

• Can aid with calorie counting, weight loss/gain and comparing different foods.

Reward Apps - Paige• Reward apps can be used

to assist with behavior management.

• Some reward apps allow the documentation of positive and negative behavior.

• Students who function with token reward systems can earn points for their positive behavior or successful attempts and then receive predetermined rewards.

Video Apps - Rob

• Individualize Instruction for Students With Disabilities

• Provide skill feedback and demonstrations

• Make learning fun and exciting

• Integrate into behavior management plan or reward system to motivate students.

Where to find us? Map

Management Apps - Karmen

Individualization Apps - Aaron

Communication & Socialization Apps - Kristina & Kasi

Video Apps - RobReward Apps - Paige

Personal Tracker Apps - Colin

Stage/Projector

IndividualizationBy Aaron Mason

Modifications of iPad can be made for…• Accessibility

• The Student

• The Teacher

Accessibility• VoiceOver• Siri• Speak Selection• Dictation• Zoom• Large Text• Invert Text• Invert Colors• Facetime• Closed Captions• Messages with iMessage• Mono Audio• Visible and vibrating Alerts• Made for iPhone hearing aids (translate to iPad and app?)

The Student• Guided Access• Dictionary• Safari Reader• Speech• Wall Paper• Music• Apps

Teacher• Standards in iBooks• IEP Pal (or similar)• Certain App applications

-SpinIt……..

-Another app….

Communication & SocializationKasi Roth & Kristina Strong

Assistive Communication Apps• App:

• Proloquo2Go ($219.99 - http://www.assistiveware.com/support) • TapToTalk (FREE intro version, upgrade for cost)

• Objective: Communication

• Use: Non-verbal students, visual learners, cues

• App: Talking Tom

• Objective: Communication

• Use: Alternative instruction, reward

• App: Knock Knock Numbers ($2.99)

• Objective: Communication/socialization

• Use: number recognition, cognitive and social development

Two Person Games• Apps: Air hockey, Pool!, Volley Balley, Basketmania,

Memory 2 (all FREE)

• Objective: Socialization

• Use: Social interaction, reward, parallel activity

Management App’sKarmen Holladay Tessier

Team Shake: $0.99• Objective: Teachers will be able to use team shake to

assist in managing groups and/or teams.• Uses:

• Making teams/groupings• Pairing or separating particular students• Grouping by similar or different skill levels• Grouping students with disabilities together or separately

Make Dice: $2.99http://www.makedice.com• Objective: Teachers will be able to adjust warm-ups

and/or fitness activities depending on abilities or focus of the day

• Uses:• Adjust how many dice to roll• Adjust how many reps the students do• Adjust activities• Make modifications

Show Me: Freehttp://www.showme.com• Objective: A simple app where teachers will be able to

record voice-over whiteboard tutorials and share them online.

• Uses:• Interactive white board• Voice recorder• Timer• Allows non-verbal students to interact with teacher and/or peers• Visual representation of activities• Save for later use or referral • Drop in images on whiteboard• Record and upload to you tube

Personal TrackingColin

Fitbit• Objective- Personal fitness tracker/Motivator • Uses- Can track teacher movement throughout a

lesson, can replace a pedometer with similar uses to track activity levels, number of steps and type of activities. • Also can put in nutrition to track calories or tracking sleep

My Fitnesspal• Objective- Personal fitness tracker/Motivator • Uses- Provides nutrition information on the foods the

students eat. Can use this to count calories, set up healthy eating habits and students can create goals• Also can put in exercises to track calories burnt to track weight

loss or healthy habits

Walkathon• Objective- Personal fitness tracker/Motivator • Uses- Can replace a pedometer with similar uses to

track activity levels, number of steps and type of activities. • Provides goals to create “My land” for motivation-Token • Can add friends to compare number of steps

Nike Plus running• Objective- Personal fitness tracker/Motivator • Uses- Can track teacher movement throughout a

lesson, can replace a pedometer with similar uses to track activity levels and number of steps• Provides GPS trackers so students or teachers can follow a

path for outside running or scavenger hunts

Reward AppsPaige Niemi

iReward Chart (free for 1 child + 4 tasks)• $3.99 Premium

• # 1 on top 5 Android Apps For Autistic Kids http://www.thementalhealthblog.com/2014/03/top-5-android-apps-for-autistic-kids/

• Objective: Track students’ behavior in class.

• Usefulness: Teacher can decide what behaviors they want to track and easily add or remove stars during class. It also shows a balance, so students are able to see how close they are to reaching the payout for the reward.

Angry Birds (free)• Objective: Reward for positive behavior in class.

• Usefulness: Very popular game that requires students to practice aiming and striking objects. It can be used as a reward for on task behavior during striking units.

Paper Toss 2 (free)• Objective: Reward for positive behavior in class.

• Usefulness: very popular game that requires students to practice aiming and making baskets while also taking into consideration wind or factors that will effect the throw. It can be used as a reward for on task behavior during target units.

Magic Piano (can unlock additional content with money and earned

coins ) • Objective: Reward for positive behavior in class.

• Usefulness: When students are on task during a rhythms unit, they have the option to play their favorite song on the piano. There are three levels of difficulty to individualize the game for each student.

Video AppsRob

Coaches Eye and Ubersense • Coaches Eye, Ubersense

- These apps allow the instructor to record video and play back in slow motion. Integrated tools allow user to highlight or draw on the video to emphasize performance variables. Side by side view also allows for the comparison between two performers

- Students with disabilities learn in a variety of ways; this application can be beneficial for the student to see a their own performance and to make corrections.

- These apps are also beneficial when assessing students, in order to get an accurate measure of student performance

QR Code Generators and Scanners• QR code readers and generators

- Codes can be linked to web links, videos, apps, files and other information stored on the device

- Students can use the code scanner, to scan QR codes within the activity or lesson. These can be linked to a video demonstration, individualized instructions, or another application.

You Tube• Teachers can use You Tube to display videos on sports,

activities, or games to assist with instruction or give demonstrations

• Use in conjunction with QR Code generators/scanners to create and upload videos which students can access at anytime with the I-Pad or smart device

Utilizing the ipad in the classroomErin

iTunes• Account

• Email address• Password• Linked to a financial source

• CC v. gift cards

• Tax exempt• Volume Purchasing• File Sharing

Apps• iPad, iPad air, iPod touch, iPhone

• Who can purchase/ when to purchase

• When to update apps

• Free vs for cost apps

Check out system• What you get

• iPad• Case• Cord• Charger

• How long? From who?• Who’s financially response?• Accountability?

Covers/ Transporting• Smart Covers

• Element proof covers

• Where do you put it if a kid runs/hits/throws it?

Accessories/ Attachments• No matter what you want to do with the iPad there is an

app and accessory to do the job!

• www.apple.com/ipad/accessories

References• Edyburn, D. L. (2013). Critical Issues in Advancing the Special Education Technology Evidence Base.

Exceptional Children, 80(1), 7-24.

• (iPads & autism, 2012)

• Murdock, L. C., Ganz, J., & Crittendon, J. (2013). Use of an iPad play story to increase play dialogue of preschoolers with autism spectrum disorders. Journal of Autism and Developmental Disorders, 43(9), 2174-2189.

• Roth, K. (2013). Adapt with apps. Journal of Physical Education, Recreation, and Dance, 84(2), 4-6.

• Ryndak, D., Jackson, L.B., & White, J. M. (2013) Involvement and Progress in the General Curriculum for Students With Extensive Support Needs: K–12 Inclusive-Education Research and Implications for the Future. Inclusion: June 2013, Vol. 1, No. 1, pp. 28-49.

• Siegle, D. (2013). iPads: Intuitive technology for 21st-century students. Gifted Child Today, 36(2), 146-150.

• van der Meer, L., Kagohara, D., Achmadi, D., Green, V. A., Herrington, C., Sigafoos, J., O’Reilly, M. F., Lancioni, G. E., Lang, R., & Rispoli, M. (2011). Teaching Functional Use of an iPod-Based Speech-Generating Device to Individuals with Developmental Disabilities. Journal Of Special Education Technology, 26(3), 1-11.

• http://www.myasdf.org/site/media-center/articles/why-the-ipad-is-such-a-helpful-learning-tool-for-children-with-autism/