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TopIntroduction To Research
The fields of education and technology are constantly evolving. Ongoing research findings in educational psychology are continually advancing better teaching practices based on changes in the understanding of how students process information (Bashman, et al., 2017). The field of technology is similarly making advances in developing new technologies that establish new methods for students to acquire knowledge (Liu, et al. 2017). The more these fields progress, the better that educators can meet the needs of students. While this progression is happening at a rapid pace, it is important not only to keep up with these changes but also to establish the best practices needed to ensure that all students receive access to the same content.
Technology in Education
Technology has proven to be a useful tool in building bridges for students to access the knowledge presented in the classroom (Ciampa, 2017), as it allows content to be adapted to meet the needs of individual students (Sauers & McLeod, 2017). Having the ability to adapt content for individual students is important because they acquire knowledge in different ways. Technology allows accessibility through the differentiation of the same information, and it has been shown to increase engagement by exposing students to information using multi-sensory methods (Edannur & Josephine, 2017). Technology allows students the ability to practice specific skills using software programs that adjust based on a student’s specific performance. An example of a school that adopted technology and saw these results is in North Carolina where they have adopted a mathematics curriculum that allows students to work independently and practice the skills they were less fluent in (Urbina, 2017). Research conducted in this school revealed an improvement in mathematics computation because the students were able to practice skills based on their performance (Urbina, 2017).
Having acknowledged the impact of technology in general education, technology also creates the opportunity to change the dynamics of how educators teach students with learning disabilities, as it allows differentiation for each individual student. Further, technology allows for more creative expression and gives students room to work with their strengths. Researchers have tackled this issue using different avenues. For example, Gardner (2003) examined enhancing interdisciplinary instruction for special education students and found that students who had technology embedded in their curricula were more engaged in their studies. Gardner (2003) also posited that multimedia tools give students the opportunity to observe how to present; students can use their creativity while practicing their oral presentation skills.
Attention Deficit Hyperactivity Disorder
A common disability found in classrooms across all ages is attention deficit /hyperactivity disorder (ADHD) (Venkata & Panicker, 2013). ADHD is defined by the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) “as an insistent pattern of inattention and/or hyperactivity-impulsivity that restricts the function and development of the individual” (American Psychiatric Association, 2013, p. 49). Symptoms of ADHD include difficulty sustaining attention, seeming to not listen when spoken to directly, often losing things necessary for tasks, and often being forgetful, which would influence both the academic and social performance of an individual (American Psychiatric Association, 2013). To be diagnosed with this condition, children should display six or more symptoms that align with inconsistent development patterns (American Psychiatric Association, 2013). These symptoms should also be present in two or more settings, for example, home, school, or around friends. There should be clear evidence that these symptoms interfere with the individual’s ability to function. This current study specifically investigated how technology can affect students with ADHD both academically and socially.