Teachers' Interactions with a Young Child with: Comparing iPad and non-iPad Use

Year 2018, , 75 - 91, 31.12.2018

Sohyun Meacham Saeed Almalki

https://doi.org/10.20489/intjecse.506861

Abstract

The purpose of this study was investigating teachers’
interaction with a young child with ASD when they were using iPad to support
language and communication skills development. A case study method was applied.
Business-as-usual classroom interaction was analyzed. Utterances were divided
into two conditions (iPad-use and non-iPad-use) to compare effectiveness on
supporting the child’s engagement in teacher-child interaction. In addition,
interviews with teachers were conducted to collect more information about their
own perspectives regarding iPad use with the student with ASD. Results of the
study indicate that child-teacher joint attention and teachers’ verbal
assistance happened more frequently when iPad was not used. In addition,
surprisingly, teachers put a minor emphasis on iPad use for targeted
instruction for language and communication skills development, different from
their initial claim. These findings suggest that more professional development
for teachers’ iPad use in language and communication skills development should
be provided.

Keywords

ASD, iPad, Teachers’ Interaction, Language Development

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