Especially Social: Exploring the Use of an iOS Application in Special Needs Classrooms

Autor/inn/en	Campigotto, Rachelle; McEwen, Rhonda; Epp, Carrie Demmans
Titel	Especially Social: Exploring the Use of an iOS Application in Special Needs Classrooms
Quelle	In: Computers & Education, 60 (2013) 1, S.74-86 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2012.08.002
Schlagwörter	Foreign Countries; Special Needs Students; Vocabulary; Information Processing; Student Attitudes; Computer Software; Assistive Technology; Individualized Instruction; Special Education; Secondary School Students; Student Motivation; Information Theory; Educational Technology; Multimedia Materials; Computer Assisted Instruction; Electronic Learning; Handheld Devices; Technology Integration; Instructional Effectiveness; Canada + Suchen Sie Ihr Suchwort? Ausland; Sonderpädagogischer Förderbedarf; Wortschatz; Informationsverarbeitung; Schülerverhalten; Individualisierender Unterricht; Special needs education; Sonderpädagogik; Sonderschulwesen; Sekundarschüler; Schulische Motivation; Informationstheorie; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht; Unterrichtserfolg; Kanada
Abstract	A five-month exploratory study was conducted with iOS mobile devices in two Toronto area schools with students in grades 7 through 12. Both classrooms were identified as Special Education classes by the Ontario Ministry of Education, and each student was identified as having exceptionalities requiring additional support and differentiation within the curriculum to support their success. Participants used "MyVoice," a mobile application that is customizable through a website, which allows users to input vocabulary words and link words with pictures. The application can also be used to speak on behalf of users. Based on findings that technology perceived to be "fun" by students has the potential to improve motivation in learning contexts, we aimed to (i) assess the degree to which the use of iOS devices and the MyVoice application affects attention and motivation levels for students with special needs, and (ii) identify factors that had the greatest influence on the integration of the technologies with existing curricula. Results indicated a strong potential for successfully integrating mobile technology within special needs classrooms, with a high-degree of student support for using mobile devices to enhance classroom experiences. The results also highlighted the challenges of incorporating these technologies into curriculum in terms of practicality, teacher comfort, and the limitations of the device. We find that the differentiation enabled by the multi-modal features of the application and device has positive outcomes on student perception of success, and that increased self-confidence in areas of the curriculum fostered a more robust sense of community among special needs students. We conclude with study implications for information processing theory. (Contains 2 figures.) (As Provided).
Anmerkungen	Elsevier. 3251 Riverport Lane, Maryland Heights, MO 63043. Tel: 800-325-4177; Tel: 314-447-8000; Fax: 314-447-8033; e-mail: JournalCustomerService-usa@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10