7,758 research outputs found

    Understanding the use of tablet devices in the classroom when teaching a group of learners diagnosed with autism

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    The increasing number of individuals diagnosed with autism, the shift in educational paradigms, and technology advances that allow affordability and accessibility were the motivation behind this study. Learners with autism have the potential to develop social and emotional skills as well as increasing motivation for learning while using technology, in particular tablet devices (i.e., iPads) as instructional tools. The purpose of this case study was to better understand the use of technology (in particular, tablet devices) to teach mathematics to a group of learners diagnosed with autism. Two research questions guided this study: (1) How do the motivational principles of the ARCS model impact the learners\u27 motivation with classroom activities (i.e., with excitement? apathy? sense of accomplishment)?; and (2) How do learners interact with technology used in the classroom (i.e., as an instructional tool? as a rewarding mechanism? as an entertaining strategy)? Moreover, the hope is to potentially gain more awareness into the motivational impact tablet devices can have on learners on the autism spectrum concerning engagement and participation in learning activities. Participants in this study were five children diagnosed with autism between the ages of 8 and 11 who attended a middle school located at a large school district in a metropolitan area of a U.S. Midwestern state. The learners participated in a paper-based mathematics activity as well as interacted with an iPad to work on mathematics concepts. Observations and opportunistic interviews with learners and teacher were conducted. An in-depth semi-structured interview was also done with the classroom teacher. In attempt to explore the research questions, data were analyzed using the Interpretive Descriptive qualitative research analysis method. Based on that analysis four themes emerged: (1) the motivational use of the tablet device in the classroom, (2) the classroom activities\u27 impact on learners\u27 social interactions, (3) learners\u27 behavioral changes resulting from change in classroom routine, and (4) teacher\u27s motivational strategy. The overall study provided an understanding of the motivational impact tablet devices potentially have on learners on the autism spectrum concerning engagement and participation in learning activities. The impact of technology was contingent on its strategic instructional or reward mechanism implementation in the curriculum. The study revealed that technology in general and tablet devices in particular are used in the classroom as reward mechanisms and entertaining strategies to seize and retain the learners\u27 attention in order to achieve instructional goals. The findings also revealed how the learners\u27 conceptual levels affect their response to the reward and influence their social behavioral skills that could become uncontrollable. Additionally, the findings raised awareness concerning the learners\u27reactions to the change in their daily structured schedule and revealed some practices to manage learners\u27 behaviors

    Using Information Communications Technologies to Implement Universal Design for Learning

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    The purpose of this paper is to assist Ministries of Education, their donors and partners, Disabled Persons Organizations (DPOs), and the practitioner community funded by and working with USAID to select, pilot, and (as appropriate) scale up ICT4E solutions to facilitate the implementation of Universal Design for Learning (UDL), with a particular emphasis on supporting students with disabilities to acquire literacy and numeracy skills. The paper focuses primarily on how technology can support foundational skills acquisition for students with disabilities, while also explaining when, why, and how technologies that assist students with disabilities can, in some applications, have positive impacts on all students’ basic skills development. In 2018, USAID released the Toolkit for Universal Design for Learning to Help All Children Read, section 3.1 of which provides basic information on the role of technologies to support UDL principles and classroom learning. This paper expands upon that work and offers more extensive advice on using ICT4E1 to advance equitable access to high quality learning. Like the UDL toolkit, the audience for this guide is mainly Ministries of Education and development agencies working in the area of education, but this resource can also be helpful for DPOs and non-governmental organizations (NGOs) wishing to pilot or spearhead ICT initiatives. Content for this paper was informed by expert interviews and reviews of field reports during 2018. These included programs associated with United Nations, Zero Project, World Innovation Summit, UNESCO Mobile Learning Awards, and USAID’s All Children Reading: A Grand Challenge for Development. Relevant case studies of select education programs integrating technology to improve learning outcomes for students with disabilities were summarized for this document

    App for Adult Migrant Program

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    A capstone submitted in partial fulfillment of the requirements for the degree of Doctor of Education in the College of Education at Morehead State University by Daryl R. Privott on April 18, 2020

    Mastery Motivation and Executive Functions as School Readiness Factors: Enhancement of School Readiness in Kenya

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    The overall goal of this study is to enhance school readiness assessment in Kenya by developing an easy-to-use tablet-based android app that can support teachers and learners during the assessment of Pre-academic skills, Mastery Motivation (MM) and Executive Functions (EF) in the Kenyan context. We operationalised MM and EF as components of Approaches to Learning (ATL): one of the poorly assessed domains of school readiness. This research was based on the theory of ATL and followed a non-experimental longitudinal research design. One study was a Scoping Review that identified the gap in the literature in the assessment of School Readiness domains using game-like apps. This study formed the basis for developing Finding Out Children's Unique Strengths (FOCUS) app for Kenya following Education Design Research Approach. Two studies tested and evaluated the psychometric properties of the FOCUS app in the Kenyan context. Another two empirical studies focused on adapting the Preschool Dimension of Mastery Questionnaire 18 (DMQ 18) and the Childhood Executive Functioning (CHEXI) to complement the assessment of MM and EF, respectively. In addition, one study addressed the role played by MM and EF on school academic performance. A total of 40 teachers, 497 preschool and 535 grade 1 children were involved in this study. Both parametric and non-parametric statistical analyses were used to analyse the generated data. The FOCUS app, CHEXI and DMQ 18 fit well with the data and exhibited strong psychometric properties, thus being suitable for the Kenyan context. Furthermore, both MM and EF were directly and indirectly, involved in grade one children's academic performance. FOCUS app tasks, pre-academic skills, and number and letter search tasks at preprimary II strongly predicted preschool and grade one academic performance. MM assessed using the FOCUS app as a better predictor of academic performance than the DMQ 18. Interventions to improve MM and EF promise to enhance School Readiness in the Kenyan context. The FOCUS app can greatly complement Kenya School Readiness Test to give teachers and parents a broader spectrum to make correct decisions concerning the child

    Can Maths Apps Add Value to Young Children's Learning? A Systematic Review and Content Analysis

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    Educational maths applications (apps) are an emerging trend in children’s learning environments aiming to raise their mathematical attainment. However, with over 200,000 educational apps available within the App Store (Apple, 2014), deciding which apps to use poses a significant challenge to teachers, parents, and policy makers. The current study aimed to advance our understandings of whether and how educational maths apps can support children’s learning, as well as outline gaps in current research evidence and practice. In doing so, the current study included: / • A systematic review (Part 1) to synthesise the current evidence on educational maths apps for young children in the first three years of compulsory school (e.g., ages 4-7 years in England; ages 5-8 years in the USA). / • A content analysis (Part 2) to examine the content and design features of different educational maths apps and how they may support children’s learning

    Does iPad use support learning in students aged 9-14 years? A systematic review

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    This systematic literature review sought to examine whether iPad or other mobile technology use by school students aged 9 to 14 years enhanced academic outcomes. Conducted in March 2019 using the PRISMA statement, the review identified 43 studies published between 2010 and 2019 which specifically addressed the research question. Findings revealed that iPad use for specific school learning areas such as mathematics, English, science, and the like has not consistently enhanced academic outcomes. Some reviewed papers also indicated that teachers were not always employing the technology most effectively. To defend the current extensive classroom use of mobile technology such as iPads, further research employing within-subject designs must be conducted. Such research must assess the efficacy of iPad use for attaining specific content area outcomes against pedagogies which utilise paper reading, handwriting and/or other manipulations of teaching materials. Moreover, teacher professional learning needs to be provided so that when teachers use iPads in classrooms they are able to deploy them in the most appropriate way

    Current Understanding, Support Systems, and Technology-led Interventions for Specific Learning Difficulties

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    In January 2019, the Government Office for Science commissioned a series of 4 rapid evidence reviews to explore how technology and research can help improve educational outcomes for learners with Specific Learning Difficulties (SpLDs). This review examined: 1) current understanding of the causes and identification of SpLDs, 2)the support system for learners with SpLDs, 3)technology-based interventions for SpLDs 4) a case study approach focusing on dyscalculia to explore all 3 theme

    The Digital Transition from Textbooks to Tablets in Saudi Arabia

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    Technology has greatly impacted education around the world, including in Saudi Arabia. Educational technology supports teaching and learning processes, and its integration into schools supports successful initiatives to improve learning in the classroom. Introducing a new technology resource, such as computer tablets, into learning settings is crucial in the delivery of more varied and more interactive instructional content at all student levels. This qualitative research study concerns the digital transition from textbooks to tablets in Saudi Arabian schools. The goal of the study was to examine the use of tablets by current teachers and to investigate their perceptions of and feelings towards tablets. This study also helped to identify benefits and disadvantages of using digital technology devices in schools. The researcher used a purposive sampling technique for an in-depth understanding of the phenomenon. The data was collected through semi-structured interviews and observations. Six Saudi teachers who use tablet devices in their classrooms agreed to be interviewed and observed and to participate in follow-up interviews. The data were analyzed using thematic analysis, which emphasizes the important themes across the collected data. The findings indicate a persistent dilemma of which participants were not aware: the intent of transitioning to tablets is not matched by what takes place in classrooms. This study found that teachers use tablets as supplemental instruction, but books are still the primary method of instruction. The major problems with tablet implementation in this school were inadequate teacher input into the transition process, training, and ongoing support
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