This exploratory study was conducted to describe how children and young adults with autism spectrum disorder (ASD) are currently using iPads® and applications, to explore the role of education professionals on iPad® and application use, and to determine potential research needs regarding iPad® use in children with ASD. Naturalistic observations were conducted on six individuals (ages 6;6 to 20;8) with ASD while they were using iPads® in their school environment. The data suggest that (1) the participants used iPads® and applications for a variety of purposes, (2) there was considerable variability regarding whether or not the application was used consistent with its intended function, and (3) the presence of an education professional and the type of application impacted the variability in functional use of the application. Pertinent lines of research that are needed to expand the base of evidence regarding effective iPad® use in children with ASD are discussed.

Academic juries have a long tradition as a method of educating students and assessing their work. This tradition has been limited to a relatively narrow range of disciplines, such as architecture and various fine and performing arts. This article describes the case of an online graduate-level Instructional Design and Technology (IDT) program adopting and adapting a jury structure to support the development and assessment of students’ electronic portfolios. A key component of the adoption and adaptation is the continuous efforts to improve the impact of juries across their 10-year implementation (2005-2015) in the IDT program. Therefore, this paper explicates the history of jury establishment and development within the IDT program, reports two evaluations that provide students’ perspectives about juries, and details the IDT faculty members’ response to those evaluations in an effort to further improve juries as a program-wide innovation.

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