Educators of today face many problems. These problems range from well-structured to complex to wicked. Teachers can address the ill-structured, or complex, problem of teaching writing to students with special learning needs, such as Attention Deficit Hyperactivity Disorder (ADHD) by using technology. Teaching writing is a complex problem because it involves the coordination of multiple skills and strategies. “When teachers differentiate instruction, they are meeting the individual needs of their students without diminishing expectations or sacrificing curricular rigor” (Mandel-Morrow & Gambrell, 2014). It is the job of a teacher to meet the academic needs of each and every student regardless of special needs. One way to differentiate instruction to support young learners with ADHD is through the use of new literacy technology platforms, such as Story Bird (www.storybird.com).
“Attention Deficit Hyperactivity Disorder (ADHD) is a behavioral and neurocognitive disorder with multiple interacting features including symptoms of inattention, hyperactivity, and impulsivity” (Wagner, 2000). ADHD can be caused from early brain damage, genetic factors, and/or environmental factors. Children are diagnosed with ADHD when they display symptoms that are inappropriate for developmental level for at least 6 months. Some of these symptoms are:
- often has difficulty remaining seated when required to
- often has difficulty organizing tasks and activities
- often avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort
- often has difficulty playing or engaging in leisure activities quietly
- often has difficulty awaiting turn
When teaching core subject areas, such as reading and writing, to students with ADHD, teachers must consider the students’ behavioral needs. “Many teachers teach writing before they teach reading” (Mandel-Morrow & Gambrell, 2014). Young children can often write (or scribble) what they can say, so they can point to their words and read what they have written. Story Bird is a visual storytelling platform for writers, readers, and artists of all ages. The website provides images that students or teachers can choose to spark their story telling ideas. After an image is selected, writers begin telling their story.
Story Bird would enable a learner with ADHD to thrive academically because the student can be engaged in computer technology, so they will not have to wait to take a turn and can remain seated at the computer table while working. Students with ADHD are likely to be more focused with Story Bird because they are choosing a writing topic from a set of images, rather than sustaining mental effort to think of a random writing topic. This allows the student to use the visual images provided to stay on task with his or her writing. In opposition to a traditional paper and pencil writing assignment, students with ADHD are much more likely to create authentic writing using Story Bird.
“ADHD is a worldwide and highly prevalent disorder, estimated to affect 5-10% of children” (Biederman, 2005). In turn, this means teachers may have 5-10% of their classroom of students with ADHD. Teachers must be equipped to teach these high need students by providing them with engaging writing programs that will keep inattentive students focused. Teachers can utilize Story Bird to assess writing abilities of all students by reading their stories from the website. Students with ADHD can excel academically using technology as a tool.
View my screencast of Story Bird below.
http://www.screencast.com/t/Bd0UvFoJPbh (video will not embed)
References:
Biederman, J. (2005). Attention-Deficit/Hyperactivity Disorder: A Selective Overview. Biological Psychiatry, 57(11), 1215-1220. Retrieved from: http://ac.els-cdn.com.proxy2.cl.msu.edu/S000632230401100X/1-s2.0-S000632230401100X-main.pdf?_tid=7855584a-28f8-11e5-8b23-00000aacb35f&acdnat=1436748514_94e45c278e7512f322fcbbd93467c699
Mandel-Morrow, L. & Gambrell, L., Eds. (2014). Best Practices in Literacy Instruction (5th edition). New York: Guilford Press.
http://www.storybird.com
Wagner, B. J. (2000). Attention Deficit Hyperactivity Disorder: Current Concepts and Underlying Mechanisms. Journal of Child and Adolescent Psychiatric Nursing,13.3, 113-24. Retrieved from: http://search.proquest.com.proxy2.cl.msu.edu/docview/232970088/1DE60D87BF2F477APQ/1?accountid=12598
Photo Reference: http://www.friendshipcircle.org/blog/2014/03/31/20-apps-that-can-help-individuals-with-addadhd/
about the question: What limitations prevent us from solving big, complex problems smartly? Gee discusses many limitations in his book for why humans do not solve problems in the smartest way. One limitation that I focused on for my essay was how humans do not store knowledge in their brains that is not applicable to their life right now or in the very near future. In my essay, I reflected on an issue in my kindergarten teaching and how it aligned with Gee’s idea that we learn and do things that are useful to us right now. You can read my essay 
katelynmccormick 