“Apps that make things, not apps that do things”: appropriation and assistive learning technologies.

Abstract

This paper describes three initial case studies of software use by teachers to support learners with special educational needs. In each case, the teachers were observed to be appropriating the software in ways that went beyond the intended use of the technologies. Appropriation has been previously explored as a positive process that provides benefits to users, yet these cases suggest that there may be specific benefits of appropriation for teachers in this context, and this is worthy of deeper investigation in the future.