Editorial

This special issue of Child Language Teaching and Therapy (CLTT) celebrates the 30th anniversary of the journal by presenting a series of articles that explore current practice with children with speech, language and communication needs (SLCN) in the field of digital technology. Digital technology is used here as an umbrella term for use of computers and mobile phones, software development, digital augmentative and alternative communication (AAC) systems, and teaching and learning technologies.

In the very first issue of CLTT, published in February 1985, Jon Miller from the University of Wisconsin-Madison, USA, described how and why the journal would include reviews of computer software, and the issue included the first such review. Miller’s (1985) opening sentence was ‘The use of computers in language teaching is receiving more and more attention as our use and understanding of computers expand’ (p. 103). In 1985 there was little use of the internet, and email was not available, let alone Facebook and Twitter, for online communication with others. Use of the internet and social media is now widespread, and almost 75% of the world population has access to a mobile phone (Kaltic, 2012). In recent years there has also been exponential growth in the technologies available for educational use with children across a wide range of contexts, with hundreds, if not thousands, of programmes and apps available for those working with children with SLCN.

This 2014 special issue focuses on how advances in social media and digital technology have influenced our understanding of, and support offered to, children and young people with SLCN across health, education and social contexts. The six articles provide a range of different perspectives on this topic. Advice is given for practitioners by Kevin Durkin and Gina Conti-Ramsden, who provide a useful discussion of possible approaches in allowing (or not allowing) the use of the internet and social media by children with SLCN. A recommendation is made that constructive orientation in which children are supported by others to engage with the new media is the best approach, with potential benefits for education, social engagement, enjoyment and motivation. Amanda Hynan and colleagues also consider support from families, friends and others to be vital in helping young people with SLCN to access new media. Their study explores the perspectives of young people who use AAC. Analysis of the interviews with the participants suggested that use of the internet and social media enriched self-determination, self-representation and social relationships for this group.

Two articles consider the use of iPad^®. Amie King and colleagues observed the way in which the iPad^® and a selection of apps were being used in educational settings by children and young people with autistic spectrum disorder. The naturalistic observation suggested that prompted and unprompted use was made of the iPad^® and that the various apps included in the study were used for a number of different purposes, although not always that for which they were intended. The presence of an education professional had an impact on whether or not apps were being used appropriately. Conversational analysis was the methodology used by Maria Pinto and Hilary Gardner to provide a rich description of how the iPad^® supported communication between a child who is non-verbal and her mother. Whilst the mother was in control of the iPad^® visual display, the child was able to use eye-gaze to make choices and to initiate novel topics

It is important to carefully evaluate the use of new technologies in intervention programmes. Emma Grace and colleagues developed an intervention in which children and young people with complex communication needs, and who use AAC, are supported to use the internet and social media to increase social participation. After the intervention participants were making increased use of the internet to communicate with others and had more online communication partners. However, there was no change in participant’s feelings of loneliness or self-concept. These authors also note that at least some of the participants and their families needed intensive support and technical assistance to gain confidence in internet use.

With the emphasis on how practitioners can make positive use of digital technology, Sarah Overton and Yvonne Wren show how assistant practitioners can be supported to use computer software to analyse language samples that are used for intervention planning in children with SLCN. They conclude that this analysis is naturalistic and ecological and has potential to provide sensitive outcome measurement for use in future research.

There are two emerging and related themes from this set of articles overall. First, it appears that use of digital technology and social media can provide opportunities for communication and social interaction for children and young people with SLCN and with potentially positive effects on their well-being. Second, many of the authors have highlighted the important roles that professionals, families, friends and others have if digital technology and social media are to be used successfully by these children and young people. Digital technology is changing rapidly and it will be important for those who work with children with SLCN to stay abreast of these changes, to develop their own knowledge and skills so that they can support children and families to make best use of these technologies and to identify new opportunities that these technologies bring for communication and for language teaching.