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首页> 外文学位 >The impact of e -publishing assistive technology in an inclusive sixth grade social studies classroom on special needs, regular education, and gifted students' content learning, writing, spelling, and motivation: A descriptive comparison.
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The impact of e -publishing assistive technology in an inclusive sixth grade social studies classroom on special needs, regular education, and gifted students' content learning, writing, spelling, and motivation: A descriptive comparison.

机译：在具有包容性的六年级社会研究教室中，电子发布辅助技术对特殊需求，正规教育和资优学生的内容学习，写作，拼写和动机的影响：描述性比较。

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摘要

Content literacy is eclectic in nature (Vacca & Vacca, 2005). Today, with a legal mandate, schools are serving more students in an inclusive environment (Swiderek, 1998; Individuals with Disabilities Education Act of 1997). Research into assistive technological tools or programs that best secure learning is limited (Anderson-Inman, Knox-Quin, & Homey, 1996; Armstrong, 1994; Barrea, Rule, & Diemart, 2001; Goldman, Cole, & Syer, 1999; Leu, 2000; Male, 1994).;This study paired two "best instructional practices" of student authored books and the use of children's literature (Pierce & Terry, 2000; Sampson, Rasinski, & Sampson, 2003; Singleton, 1995; Smith & Ellis, 2003) with an assistive technology that pairs these two "best instructional practices" in a process created by Conden and McGuffee (2001), described as e-publishing, which also uses the assistive technologies of RealeWriter (Conden & McGuffee, 2004) and Word 2002. Therefore, the purpose of the study was to determine if e-publishing using assistive technology impacted content learning growth, writing growth, spelling growth, and motivation of sixth grade students in a social studies classroom.;A descriptive comparative design was utilized with 136 sixth grade students. The study progressed from pre, intervention of assistive technology and post phases. Results indicated that assistive technology used with e-publishing positively impacted content learning of all students, especially gifted and talented students. Descriptive statistics indicated positive writing growth for all students with special needs students benefiting the most from the assistive technology intervention. Special needs students had the greatest decrease in spelling errors when compared to gifted and talented and regular education students. Quantitative results did not reveal significant motivational impact, while descriptive statistics indicated motivational impact. Qualitative data indicated motivational influence due to the assistive technologies used in the study. Participants shared their perceptions of their experience while e-publishing that may serve as an addendum to quantitative results. Five themes emerged from qualitative data analysis with interviews of the six key informants and recorded observations in field notes.
机译：内容素养本质上是折衷的（Vacca＆Vacca，2005）。今天，根据法律规定，学校在包容性环境中为更多的学生提供服务（Swiderek，1998年； 1997年的《残疾人教育法案》）。最佳安全学习的辅助技术工具或程序的研究有限（Anderson-Inman，Knox-Quin，＆Homey，1996; Armstrong，1994; Barrea，Rule，＆Diemart，2001; Goldman，Cole，＆Syer，1999; Leu ，2000；男，1994）。该研究将两本“最佳教学实践”与学生撰写的书籍和儿童文学的使用进行了配对（Pierce＆Terry，2000； Sampson，Rasinski和Sampson，2003； Singleton，1995； Smith＆埃利斯（2003）（Ellis，2003），其辅助技术在Conden和McGuffee（2001）创建的过程中将这两种“最佳教学实践”结合在一起，描述为电子出版，该过程也使用了RealeWriter的辅助技术（Conden＆McGuffee，2004）。和Word2002。因此，该研究的目的是确定使用辅助技术进行的电子出版是否会影响社会学习课堂中六年级学生的内容学习增长，写作增长，拼写增长和动机。与136 6一起使用年级的学生。该研究从辅助技术的前期，干预和后期阶段发展而来。结果表明，用于电子出版的辅助技术对所有学生，特别是有才华的学生的内容学习产生了积极影响。描述性统计表明，所有有特殊需要的学生的写作正增长，是学生从辅助技术干预中受益最大。与有天赋的，有才能的和正规教育的学生相比，有特殊需要的学生的拼写错误减少最多。定量结果未显示出明显的动机影响，而描述性统计数据表明了动机影响。定性数据表明了动机的影响归因于研究中使用的辅助技术。参与者在电子发布时分享了他们对经验的看法，这可能是定量结果的补充。定性数据分析产生了五个主题，对六个主要信息提供者进行了采访，并在实地记录中记录了观察结果。

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  • 作者

    Gentry, James Edward.;

  • 作者单位

    Texas A&M University - Commerce.;

  • 授予单位 Texas A&M University - Commerce.;
  • 学科 Education Technology of.;Education Curriculum and Instruction.;Education Elementary.
  • 学位 Ed.D.
  • 年度 2005
  • 页码 321 p.
  • 总页数 321
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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