Teaching and Learning Biology With iPads for High School Students With Disabilities

This descriptive case study examined the first year of iPad-supported teaching and learning in a high school modified biology class. Results revealed that the iPad practices replaced, amplified, and transformed pedagogy and learning, but they predominantly supported general learning or instructional practices with little science specificity. A strong technology vision and collaborative planning with teachers were strong supports for iPad integration. The teacher's deep pedagogical and content knowledge and positive attitude toward using iPads were significant in persevering through barriers to integration, such as increased time to plan lessons, little professional learning, and technical difficulties. While iPads effectively supported learning in this special education classroom, the discussion suggests for more content-focused iPad integration and deeper technological content knowledge among teachers.