Using Mobile Media Devices and Apps to Promote Young Children’s Learning Sharon Judge, Ph.D. Old Dominion University

Mobile Learning Refers to smart phones, video iPods, and iPads or other tablet devices Pass-back effect or digital pacifier Mobile apps are type of software that allows you to perform specific tasks used on mobile devices

Use of Mobile Media Devices At age 4, 75% of children had their own mobile device 97% of children used mobile devices Children started using mobile devices in their 1st year At age 2, most children use a device daily Kabali et al. (2015). Exposure and use of mobile media devices by young children. Pediatrics, 136(6), 1-9.

Benefits of Mobile Learning Portability and ease Opportunities for inclusion and social interactions Anywhere, anytime learning Accommodate many different needs and learning styles Achieve digital equity

Challenges in Mobile Learning Social Amount of screen time Monitoring children’s access Health concerns Distraction Parents question educational value

Challenges in Mobile Learning Research Little research validates quality of apps and devices Technological Poorly-designed mobile media devices Screen size, text entry method, battery life Complexity of device

1st Wave of Apps Fire-alarm syndrome Too-many-choices traps Masquerading “educational” app Rote memorization Empty calories No educational content Attention-deficit design Constantly changing what is presented Hirsh-Pasek et al. (2015). Putting education in “educational” apps: Lessons from the science of learning. Psychological Science in the Public Interest, 16(1), 3-34.

Evidence-based App Development- Four Pillars of Learning Active or Minds-on Learning Interactivity Words for Osmo Sustained Engagement in Learning Process Intrinsic & extrinsic motivation & feedback Morton Subotnick’s Pitch Painter

Evidence-based App Development- Four Pillars of Learning Meaningful Learning Solve problems or demonstrate proficiency Motion Math Social Interaction Multiple users Speak a Zoo

Critically Examining Apps for Young Children with Disabilities Evaluate Accessibility Universal Design Framework & Principles Examine for Developmentally Appropriate Practices & Content Based on child’s interest Allows child to make choices Addresses current learning needs while simultaneously challenging child to grow Includes socially appropriate language

Critically Examining Apps for Young Children with Disabilities Examine for Individual Learning Needs Allows customization to meet child’s unique needs Compatible with assistive technology used Difficulty can be adjusted Aligned with IEP/IFSP goals & outcomes Can be embedded into daily routines Content addresses multiple skills More, C.M., & Travers, J.C. (2013). What’s app with that? Selecting educational apps for young children with disabilities. Young Exceptional Children, 16(2), 15-32.

Strategies for Integration E-book reading Video modeling & social stories Virtual Manipulatives Speech apps for voice output devices Speech to text apps

Implications Research on how content consumed & context affect child development Investigate characteristics of apps that are most effective for teaching young children Research needed to update recommendations for families & providers Built-in accessibility features

Mobile Media Resources Best Apps for Kids Mom with Apps SpedApps2 Apps for Children with Special Needs Bridging Apps Common Sense Media Parents’ Choice

Questions For more information email sjudge@odu.edu

“Assistive and Instructional Technology Supporting Learners with Disabilities” The Center on Technology and Disability is funded by the U.S. Department of Education, Office of Special Education Programs (OSEP) under award #H327F130003 – 13A.