Mobile Technologies That Help Post-Secondary Students Succeed: A Pilot Study of Canadian and Israeli Professionals and Students With Disabilities

Abstract

In this preliminary investigation we examine the uses of mobile devices such as smartphones, tablets and laptops for (a) non-academic and (b) academic purposes in the post-secondary classroom, as well as for (c) academic tasks outside the class by post-secondary students with disabilities. Integration of smartphones and other mobile devices into the learning process is innovative, challenging and highly relevant for post-secondary education. Also, research shows that post-secondary students like courses where use of their personal mobile devices in class is allowed. To explore how students with disabilities use their mobile devices we held four focus groups, with six to eight participants each: two in Canada (one for students with disabilities, one for professionals who assist students with disabilities) and two in Israel. The findings show that students with disabilities use their mobile devices for all the same reasons as nondisabled students. In addition, students with disabilities use general purpose mobile device features and apps as assistive aids. Implications of the blurring of the distinction between assistive and general use mobile device features and apps for the academic inclusion of post-secondary students with disabilities is discussed. It appears that for many students with disabilities, access to their personal mobile devices for academic purposes, both in and out of the classroom, is essential to ensure their full inclusion.

Information and communication technology use by students with disabilities in higher education during the COVID-19 pandemic

“…The results before the course imply that students with disabilities tend to feel more anxious in the initial stages of using unfamiliar application software that they were less likely to use in their pre-COVID-19 situation. Regarding students’ actual use of application software before the COVID-19 pandemic, Fichten et al [ 35 ] surveyed students with disabilities, university staff, and other professionals from 2018 to 2019. The survey reported using word processing software such as Google Documents, slide creation software such as Microsoft PowerPoint and Google Slides, and communication applications such as WhatsApp and Facebook.…”

What Apps Do Postsecondary Students with Attention Deficit Hyperactivity Disorder Actually Find Helpful for Doing Schoolwork? An Empirical Study

“…Students use smartphones for a variety of non-academic reasons, such as texting or playing games. However, students also use their smartphones for academic purposes (Fichten et al, 2019). For example, students have used Padlet (2021-a digital notice board) to record their language assignments and uploaded these to their professors' designated site.…”

Twenty Years Into the 21st Century – Tech-related Accommodations for College Students with Mental Health and Other Disabilities

“…Many post-secondary students with disabilities who are registered for accessibility services use assistive technology accommodations (e.g., Malcolm & Roll 2017a;Fichten et al, 2019b). This remains true despite the fact that the lines between general use and assistive technology are blurring (Fichten et al, in press;McNicholl et al, 2019).…”

“…It is also noteworthy that data show that fewer than half of the students who self-report a disability are registered to receive accommodations (Cohen et al, 2020;Fichten et al, 2018;2019b;McGregor et al, 2016;Newman et al, 2016;Parsons et al, 2021). Considering this statistic and factoring in our findings of self-reported multiple disabilities, it begs the question of whether the need for documentation presents a barrier to eligibility and should be reconsidered for government regulations regarding funding and for institutional guidelines to allow for greater access to accommodations for students with a history of academic challenges.…”