THERE are advantages and disadvantages in using technological devices such as tablets to teach children with learning disabilities, says Woo Pei Jun, developmental psychologist and senior lecturer at the Department of Psychology, Faculty of Science and Technology at Sunway University.

LEARNING MADE EASY

One advantage is that teaching materials can be developed and used by many children, and this saves cost and time as compared to individual intervention where the therapist may have to role play a scenario many times to each child.

Secondly, says Woo, some children are more motivated to practise targeted skills when technological devices are used because information can be presented in a more animated and interesting way.
Thirdly, with technology, certain skills can be made easier to learn.

For example, with children who have difficulty paying attention to salient information, we can video a skill they need to learn and highlight or zoom in, or replay the scene in slow motion for the child to learn the important information.
This technique is commonly used to teach self-help skills or social skills to children with autism.

LACKING HUMAN TOUCH

But Woo cautions that technological devices don’t provide the opportunity for human interaction.

For example, social skills such as understanding what personal space means, making eye contact and negotiation skills can never be learnt through technological devices.

“You may read or learn about the information through a device but you still need to practise it on a real person in order to execute it effectively. We are still living in a world where communication and human interaction are essential to daily life.”

Encouraging creativity in a child is also crucial during learning. Woo says that whether or not technological devices allow this to happen, depends on whether the applications used enable the child to initiate his own ideas and use different ways to problem solve a situation.

If the device just requires the child to passively receive or react to information, then it may not encourage much creativity.

BALANCED APPROACH

Woo says at the same time, we must also remember that some children respond well to intervention using technological devices but that same intervention may not work for other children.

“Generally, apps should be just a tool to facilitate whatever skills we are trying to teach the child. It should never replace the therapist or input from a person or a caregiver.”

She adds that ultimately, children with learning disabilities need a balance of both types of intervention — human and technology.

We need to balance the amount of time such children spend on these devices by engaging them in other forms of learning, play or interaction.

Woo believes children with learning disabilities need a balance of the human and technological touch in learning.