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The presenter has no additional financial relationship and no non-financial relationships to disclose.  \n• Super Duper Publications has developed numerous educational apps. This presentation will showcase apps created by Super Duper Publications as well as apps created by other publishers.  \n©2013 Super Duper® Publications  \nSmartphones in the U.S.  \n• More than 97 million Americans own a smartphone  \n• 46 million apps are downloaded from Apple’sApp Store per day  \n• Anticipate 73 million iPads® will have been sold by end of 2012  \n• Apple reports there are 40,000 educational apps  \n©2013 Super Duper® Publications  \n©2013 Super Duper® Publications 1  \nMSHA 2013  \nUsing Apps in Therapy  \n• Positives  \n▫ Engage & motivate students  \n▫ Reduce time preparing materials  \n▫ Engage nonreaders with interactive books  \n▫ Keep all your materials in one place  \n▫ Monitor progress with accurate data collection & reporting  \n▫ Large amount of content fora low price  \n▫ Offer updates to respond to customer feedback  \n• Negatives  \n▫ Adding and updating  \napps is a continual cost after an initial purchase  \n▫ Redirecting children to other devices is difficult  \n▫ Choosing therapeutic apps among so many is difficult  \n▫ Using your personal device with students can be risky  \n[www.asha.org](www.asha.org) (Retrieved September 29, 2011)  \n©2013 Super Duper® Publications  \nVocabulary Terms  \n• Gigabytes, Megabytes, and Kilobytes  \nTerms to describe the size of computer files and memory storage capacity. A small Notepad file would be measured in bytes.  \n▫ 1024 bytes in a kilobyte (KB)–(basic Word document)  \n▫ 1024 kilobytes in a megabyte (MB)–(music file)  \n▫ 1024 megabytes in a gigabyte (GB)–(DVD quality film)  \n▫ Many phone plans limit the amount of data you can download. It is important to monitor this!  \n• In-app purchases-purchase an app, then purchase other modules or additional content within the app.  \n• IOS-the operating system ofiDevices.  \n©2013 Super Duper® Publications  \nVocabulary Terms, continued  \n• Native-the device for which an app was specifically designed.  \n▫ iPod® native will run on iPad® but not in high resolution.  \n• Operating System (OS) -platforms that run the devices. Most common are iOS, Android™, RIM (Research in Motion), and Windows Mobile.  \n• QWERTY-Describes a standard keyboard set up, as opposed to (on many handsets) a numerical keypad with several letters ascribed to each key.  \n▫ Many smartphones have QWERTY keyboards, either  \nphysical (like many BlackBerrys) or touchscreen versions (like an iPhone®) .  \n©2013 Super Duper® Publications  \n©2013 Super Duper® Publications 2  \nMSHA 2013  \nVocabulary Terms, continued  \n• Smartphone-a mobile phone handset powered by an operating system that gives it advanced functionality, much like a mini version of a home computer.  \n• Updates-the minor and major fixes and upgrades ofan app’s features. Your device notifies you if you have apps that need updating. Check before you update.  \n• User Interface (UI) -the buttons, menus, etc.(referred to as furniture) on a smartphone's screen that navigate your handset's functions. The ease of using a particular UI (closely tied to the operating system) is often a key factor in choosing a smartphone.  \n©2013 Super Duper® Publications  \nUniversal Design for Learning  \nPrinciple I: Provide Multiple Means of Representation (the “what” of learning)  \n• Learners differ in the ways they perceive and comprehend information presented to them.  \n• Those with sensory deficits (e.g., blindness or deafness), learning disabilities (e.g., dyslexia), or language or cultural differences may require different ways of approaching content.  \n• Others may simply grasp information q","cbCaib90zLvol6gg","https://ap.wps.com/l/cbCaib90zLvol6gg","pdf",1087389,16,"English","# Using Apps in Therapy\n## Positives\n## Negatives\n# Vocabulary Terms\n## Gigabytes, Megabytes, and Kilobytes\n## In-app purchases, iOS, Native\n## Operating System, QWERTY\n## Smartphone, Updates, User Interface\n# Universal Design for Learning\n## Principle I: Multiple Means of Representation\n## Principle II: Multiple Means of Action and Expression\n## Principle III: Multiple Means of Engagement","[{\"question\":\"What are the main positives of using apps in therapy?\",\"answer\":\"Apps can engage and motivate students, reduce time spent preparing materials, support nonreaders with interactive books, keep materials in one place, and enable progress monitoring with accurate data. They also offer a large amount of content for a low price and provide updates responding to customer feedback.\"},{\"question\":\"What challenges and risks are associated with using apps in therapy?\",\"answer\":\"Ongoing costs arise from adding and updating apps after the initial purchase. Redirecting children to other devices can be difficult, choosing therapeutic apps among many options is challenging, and using personal devices with students can be risky.\"},{\"question\":\"How does Universal Design for Learning guide app-based learning?\",\"answer\":\"It emphasizes providing multiple means: representation (the “what” of learning), action and expression (the “how”), and engagement (the “why”). Different learners require different approaches, and offering options helps maximize learning and motivation across contexts.\"}]","MSHA 2013 - Apps and the School-Based Speech-Language Pathologist | PDF",1790642794]