Information and communication technology (ICT) has enjoyed some different terms over the years. Namely computer-based learning, computer-based teaching, computer-assisted instruction, assistive technology and now ICT, each with a distinct meaning. Computer-based instruction is instruction delivered with or through computers (Tillman, 2003). Computer- assisted instruction is the use of computers to assist learners to learn at their own pace, providing immediate feedback, reinforcement, rehearsal and motivation to learners (Regan et al., 2014). Assistive technology is any product that is related to improving the function of access to normal life for learners with a disability (UNICEF, 2015). ICT is defined as an umbrella term that includes communication devices or applications, for example, radio, TV, cellphones, tablets, computers, networks, hardware or software satellite systems and so on (Sharma, 2015). The integration of information and communication technology (ICT) in education is therefore not a new concept and has been noted to be one of the significant challenges experienced by teachers in classrooms (Yusri & Goodwin, 2013). Teacher beliefs about their competence in utilising ICT in the classroom have been noted as an essential factor in their attitudes and hesitation to use ICT in the classroom.
ICT encompasses modern tools for knowledge sharing and communication such as the Internet, computers and mobile technologies. When mobile technology is used to support learning, it is called mobile learning technology. The use of mobile technology allows for cloud teaching where access to information is possible no matter one’s location (Alsaadat, 2017; Ally & Prieto-Blázquez, 2014). Several scholars posit the potential for ICT to make significant contributions in the field of inclusive education, and I suffice with the following quote in this respect: “ICT embraces inclusive education by providing added opportunities, alternative methods of instruction and flexible assessment” (Serero, 2010, p. 15). Therefore, ICT has the potential to meet the needs of ADHD learners (Florian & Hegarty, 2007). Teachers use iPads for differentiation, but there is also the need to develop the usage of iPads to be more engaging and most importantly in helping learners to learn (Frazier, 2014).
During the latter part of the 20th century and throughout the 21st century, technology has
become an integral part of teaching. The advancements in mobile learning technology have dramatically changed the teaching and learning landscape. This technology is dramatically changing the educational process, and the introduction of mobile pedagogy is dramatically impacting learners' lives in the classroom. MLT has expanded to create new learning
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opportunities and new ways of creating access to educational resources beyond that of traditional teaching and learning methods (Dias & Victor, 2017; Serero, 2010).
“Mobile devices have introduced a new generation of educational tools” (Dias & Victor, 2017, p. 340). MLT thus has great potential to engage learners in ways that will help to realise their talents. It enables learners to develop new skills and gives them access to information (Dias & Victor, 2017; Florian & Hegarty, 2007; Serero, 2010). “We live in a historical period when knowledge has turned out to be the most important basic resource. Rapid progress in knowledge and easy access to information are becoming a driving force of economic and social development” (UNESCO, 2005, p. 6). A combination of the barriers that ADHD learners struggle with as stated above, show the critical need for new and innovative ways to approach teaching these learners.
MLT provides learners with multisensory, multimedia information that can enhance and reinforce teaching (Florian & Hegarty, 2007). Linking this to the developmental theories by Vygotsky, Piaget and Gardner we see that learners can learn through play, multiple intelligences and through overlapping domains. Learners are more engaged and involved at their own level and build on the knowledge they already have (Ahmad, 2015; Armstrong, 2009; Venter, 2013; Wearmouth, 2008).
Although research exists globally related to the effectiveness of ICT and MLT as intervention/supportive devices (Regan et al., 2014), how such technologies are used effectively to support learners with barriers to learning and development is limited (Cumming & Rodríguez, 2017; Nelson, 2007; Regan et al., 2014). This is particularly the case in South Africa, with only a handful of studies pointing to effectiveness in specific subjects, for example, mathematics (Mogodi, 2013). Internationally, however, much research has been done which focuses on the use of ICT and MLT with regards to the assistance of learners to gain specific skills in mathematics, spelling, and reading (Bouck & Flanigan, 2009; Blischak & Schlosser, 2003; Kara, 2008; Torgesen et al., 2010 as cited by Regan et al., 2014).
Most of this research indicates a positive impact on the achievement of learners (Ahmad, 2015; Cumming & Rodríguez, 2017; DuPaul, et al., 2006; Florian & Hegarty, 2007; Ludlow, 2001; Mogodi, 2013; UNESCO INSTITUTE, 2006). The most common factors that affected ICT’s results were teacher inexperience and lack of understanding of what the role of the ICT was. (Ludlow, 2001; MacArthur & Malouf, 1991; Mogodi, 2013; Moore et al., 1994; Richardson,
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2014). Within the realm of special education, the most current research results on the effectiveness of ICT and MLT which focused on a meta-analysis of the use of MLT in supporting individuals with disabilities indicated some evidence of effectiveness (Cumming & Rodríguez, 2017). Research has also indicated the value and benefit of ICT and MLT on literacy with special needs (Hayes & Whitebread, 2006: 41).
UNESCO forward that encouraging ICT substructure for special needs is essential in order to afford appropriate circumstances for teaching and learning in the special school setting (UNESCO INSTITUTE, 2006), as it offers teachers new opportunities to develop their professional skills, whether in the classroom or the virtual classroom (DoE, 2006). The recognition of the value of MLT and its ability to solve problems and assist in the remedial education fields have also been noted (Ludlow, 2001). However, the crucial questions that remain unanswered include the possible ‘best’ ways to integrate and use MLT and associated apps to support learning particularly in remedial education, how it is used and why it is used, especially with learners with barriers to learning (Ahmad, 2015; Florian & Hegarty, 2007; Serero, 2010).
Mobile learning utilises smart devices such as cellphones and tablets (Sharma, 2015; Xie et al., 2018). These devices have educational applications (Apps) on them and are being used to contribute to education through the creation of self-directed, learner-centred, and creative learning. This means that Apps are becoming an important method that is expanding and becoming more popular to help learners’ access educational content (Lee & Kim, 2015; Shuler, 2012). Apps present new ways to learn that were previously not possible (Lee & Kim, 2015).
According to statistics, there are currently 2.2 million Apps available on the Apple store (Statista, 2017). The 3rd most popular category in the Apple App Store for download is Education, with 8.49 % of the 180 billion Apps downloaded being part of the educational category (Statista, 2018). There are 40,000 + educational Apps to choose from (Lee & Kim, 2015). Educators have the opportunity now more than ever to harness this medium as a powerful educational tool (Shuler, 2012).
The importance of selecting an appropriate App is key to the success of its use as a supportive tool (Shuler, 2012). Lee and Kim (2015) stipulate that the selection of a good App is vital. The process for the selection of these Apps should follow the following steps:
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1. Teaching & Learning, which focuses on the App is exciting as well as creating a good level of motivation and self-directedness; it accesses the curriculum and is authentic and in turn creates cognitive development that is developmentally appropriate therefore focusing on reasoning skills, thinking skills, and creativity. This means that learners must enjoy the App and be able to interact and receive incentives for continuing to play. It must create an environment where cooperation and competition are present. A good App should also be able to be personalised for each learner. Skills should be targeted, and one should not want too many skills being used/taught at once. Authenticity means that connections are created between old and new knowledge.
2. Screen Design relates to the ease of use and the look and feel of the App. This also includes aspects like the accessibility of the App, the requirements, etc. relating to cost, what platforms one can access it on, etc.
3. Economy & Ethics: The above links closely to the aspect of economy and ethics advertisements, cost, and quality of the App (Lee & Kim, 2015).These aspects are also discussed by Apple Inc (2014).
The success therefore of any ICT learning device and its Apps as a supportive device is measured by its actual usage, the ease, satisfaction and interaction one has with the device and its Apps and their environment. It is essential to ensure that the ICT learning device and Apps are based on the individual needs of each learner (Ahmad, 2015). Despite the challenges that the implementation of ICT, MLT and its Apps face, many researchers believe that it has an immense potential to support learners, specifically in an inclusive learning environment (Ahmad, 2015; Florian & Hegarty, 2007; Hasselbring & Glaser, 2000; Ludlow, 2001; UNICEF, 2015).