The ill-structured problem is the challenge to learning that the learning need causes

Master of Arts in Educational Technology, 2024

During the school year 2023-2024, I struggled to find effective teaching methods to help some of my young learners with self-regulation. My kindergarten class, consisting of children between the ages of 4 and 7, presented a mix of abilities when it came to concentrating, focusing, and staying on task. While some students adapted well to our classroom culture and boundaries, others found it more challenging to do so.

As an educator with limited experience in learning disabilities, I found myself unprepared for the complexities of these challenges. Several of my students displayed behaviors that seemed indicative of Attention Deficit Hyperactivity Disorder (ADHD). “The defining features of the disorder are inattention, impulsivity, and hyperactivity that impair functioning”  (Antshel et. al., 2012).

Recognizing my need for a deeper understanding, I embarked on a journey of research into ADHD. I sought out resources, and read articles to better grasp the nuances of ADHD and its impact on young learners. I learned that there were disagreements between professionals on how to define ADHD. In fact, ” A review of literature shows there is no consensus on an agreed definition for the disorder” (Quinn & Lynch, 2016) . My goal was to find strategies and interventions that could help my students develop better self-regulation skills, regardless of diagnostic debate. I was primarily interested in, “( … ) measures [that would] require the student to evaluate his or her behavior and apply the appropriate consequences after the behavior has occurred” (Reiber & McLaughlin, 2004). One such measure was evident in an online literacy technology program called Raz-Kids. I created a screencast demonstration for review. In this screencast I demonstrate how Raz-Kids can help teach literacy to young learners who find it difficult to remain focused due to impulsive/ hyperactive behavior challenges.

Final Thoughts

Using Raz-Kids software for students with ADHD has its pros and cons. The simulated gaming features of this technology is one of the pros. It provides options for the student who might feel too hyper to sit and read or want to impulsively click through the reading and miss the skill being taught. However, a con is the need for instructions on accessing the program, either through an app like Clever or a browser. The teacher may have to provide these instructions as  a one-time process or ongoing process for some students. The teacher’s role is crucial. They are the main resource in guiding learners through initial access, ensuring the software’s success. With this support, Raz-Kids can be a successful tool for young learners in promoting self-regulation.