Smartphones can be a great academic choice for students with ADHD. They are miniature, mobile-friendly devices. The portable computers are versatile with a variety of capabilities. The trick is learning how to use them effectively.
Cell phones were previously used “in case of an emergency.” Now they’re everywhere, being used for all aspects of living. This includes education.
- Learn in comfortable ways, mirroring everyday life.
- Get answers quickly at the punch of a button.
- Access a variety of educational apps, many at no cost.
- Allow for social learning between students in the classroom and around the world.
- Create dynamic instruction to life through audio and video.
Smartphones provide opportunities for students with ADHD that go beyond traditional technology options. They can be integrated into accommodations on IEPs and Section 504 Plans. Internet access is significantly easier to gather and process information.
Not every classroom can afford laptops. Bring your own device (BYOD) is a trend taking hold in the classroom. Students bring personal devices from home for use during instruction. It is even effective for disadvantaged schools.
According to Neilson, 74% of young adults ages 25-34 own smartphones. Similarly, 58% of American children ages 13-17 own one.
The use of smartphones in education have varying outcomes. There are differing results for different students. This is a particular concern for students with ADHD as they present significant challenges in abstract learning. The critical component is the ability to integrate technology seamlessly, into the process.
A major asset of smartphones within the classroom is access to information. Using them for research and referencing can be done at lightning speeds. Teachers can record lectures, giving learners 24/7 access. These abilities help support reading and extended time accommodations.
This integration incorporates the latest technology into the learning process. Apps like Evernote store, catalog, and annotate documents and images. Voice Memo and other third-party note-taking apps provide learning opportunities both inside and outside the classroom. Response Ware converts smartphones into “clickers” that can answer multiple-choice questions.
There are also naysayers on the issue of smartphones used in education. Ongoing Stanford University research contends that cell earbuds encourage students tuning-out of class interaction. Others report that struggling students are more likely to be off-task than their high-achieving peers.
Research in Singapore reflects student connections with cell phones. Undergraduate students with smartphones removed scored 17% points lower on working memory. This separation can also result in reduced cognitive functioning. This reduction is of particular concern for students with ADHD who often display these deficiencies.
Concordia University research contends that one-to-one access to smartphones provides most benefit (no sharing). However, it also reports that one-to-one computer access is more effective than one-to-one phone access.
Of more than 1.2 million apps, 10% are educational/reference. It is critical to switch attention from a form of entertainment to a classroom tool. Otherwise the potential benefits go to waste.
It is vexing as to whether the educational use of smartphones for those students who already have learning. Students with ADHD face challenges of ignoring and distractibility factors need additional considerations before implementing changes.
“Our kids” really dig multitasking. Remember to focus and engage with the task at hand.
As a former teacher I was able to work with ESE students at varying levels and ELL students. Sometimes a student had both labels. This new generation of students have grown up with technology, so old methods of teaching have to evolve as well, up to a point. A computer can show a student at pyramid in 3d, but building it with your hands is another level of learning. I believe an integration of technology with hands on experience is one of the best way to teach. Addressing ELL students, especially, those who come from example Guatemala who speak a language other than Spanish, access to technology at school and home is a must. When I was teaching ELLs I used my phone to explained through images ideas, meaning of words, famous figures from the past and present, math concepts, location of places.
I understand that monitoring is an issue, but not insurmountable, but with a creative attitude it can be accomplished. We all have strengths and weakness and that’s something we have in common with students and can build a bridge of trust with our students.
Thank you for sharing your experiences. I have worked with ELL in both math and English. Technology helps some, but I have difficulty explaining what to do. Basically, I leave their classmates to show, rather than to tell.