Digital versus Traditional: Secondary Students with Visual Impairments' Perceptions of a Digital Algebra Textbook

Autor/inn/en	Bouck, Emily C.; Weng, Pei-Lin; Satsangi, Rajiv
Titel	Digital versus Traditional: Secondary Students with Visual Impairments' Perceptions of a Digital Algebra Textbook
Quelle	In: Journal of Visual Impairment & Blindness, 110 (2016) 1, S.41-52 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0145-482X
Schlagwörter	Secondary School Students; Student Attitudes; Visual Impairments; Algebra; Textbooks; Electronic Publishing; Qualitative Research; Mathematics Instruction; Technology Uses in Education; Mathematical Formulas; Blindness; Assistive Technology; Braille; Special Schools; Mathematics Teachers; Intelligence Tests; Achievement Tests; Online Surveys; Likert Scales; Observational Learning; Wechsler Intelligence Scale for Children; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Sekundarschüler; Schülerverhalten; Visual handicap; Sehbehinderung; Textbook; Text book; Schulbuch; Lehrbuch; Elektronisches Publizieren; Qualitative Forschung; Mathematics lessons; Mathematikunterricht; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Mathematische Formel; Blindheit; Special school; Sonderschule; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Intelligence test; Intelligenztest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Likert-Skala; Imitationslernen
Abstract	Introduction: Digital textbooks are increasingly marketed and used, yet little research examines this medium. Within the limited research, even less investigates the role of digital textbooks in mathematics--a challenging content area for many students, but especially for students with visual impairments. Methods: Through a qualitative analysis, this study sought to understand the nature of the use of a digital algebra textbook to support secondary students with visual impairments in algebra. Results: The results suggest three main themes: (a) students' dependence on their traditional textbook medium, (b) educators' reactions to the technology, and (c) the benefits of using the digital textbook despite resistance. The three themes culminate in clear student preferences for traditional textbooks. Discussion: The general resistance to use of the technology warrants caution in terms of schools moving forward with the adoption of digital textbooks, and it suggests that additional examination of the topic is needed. Implications for Practitioners: Practitioners can consider using digital textbooks, but they will need to ensure that they and their students are both properly motivated and adequately trained to use such technology. (As Provided).
Anmerkungen	American Foundation for the Blind. 11 Penn Plaza Suite 300, New York, NY 10001. Tel: 800-232-5463; Tel: 212-502-7600; e-mail: afbinfo@afb.net; Web site: http://www.afb.org/store
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01