An Evaluation Protocol for Selection of Educational Technologies for Students with Developmental Disabilities: A Demonstration Study Using iPad Apps

Autor/inn/en	Arthanat, Sajay; Curtin, Christine; Kontak, David
Titel	An Evaluation Protocol for Selection of Educational Technologies for Students with Developmental Disabilities: A Demonstration Study Using iPad Apps
Quelle	In: Journal of Occupational Therapy, Schools & Early Intervention, 8 (2015) 3, S.236-255 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-1243
DOI	10.1080/19411243.2015.1077771
Schlagwörter	Educational Technology; Technology Uses in Education; Developmental Disabilities; Handheld Devices; Telecommunications; Special Education; Comparative Analysis; Computer Uses in Education; Computer Oriented Programs; Learner Engagement; Teaching Methods; Observation; Early Adolescents; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Video Technology; New Hampshire + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Entwicklungsstörung; Telekommunikationstechnik; Special needs education; Sonderpädagogik; Sonderschulwesen; Computernutzung; Computerprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Beobachtung; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	Mainstream technologies are widely being employed in inclusive and special education classrooms to accommodate the learning needs of students. As the evidence of their effectiveness evolves, educators and school-based therapists need tools and documentable strategies for their implementation. This research presents an evaluation protocol to guide the selection of technologies for special education needs and demonstrates its application with iPad-based learning applications for students with developmental disabilities (DD). The learning engagement of six students with DD was compared using a single-subject design when using a computer, an iPad app "chosen" through the protocol and a "random" app. A blinded reviewer observed and rated student engagement in all three learning conditions. Analysis of data indicated that three students engaged better in learning with the chosen app than with the computer and a popular random app. The engagement of five students declined when the random app was implemented. The protocol demonstrates merit in systematic selection of educational technology for students with DD. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01